1 Chapter 2 – Methods for Changing Target Behaviors Ps534 Dr. Ken Reeve Caldwell College Post-Bac Program in ABA.

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Presentation transcript:

1 Chapter 2 – Methods for Changing Target Behaviors Ps534 Dr. Ken Reeve Caldwell College Post-Bac Program in ABA

2 Reminder…  Many of the terms in this chapter are a review for students who have already taken courses in this program  New students who are not as familiar with these terms will learn about them in more detail in the other classes in the program  For now, a cursory knowledge is sufficient for understanding research design  If needed, consult Behaviorspeak for a definition

3 Review…  TARGET BEHAVIOR = DEPENDENT VARIABLE  METHODS TO CHANGE BEHAVIOR (INTERVENTION) = INDEPENDENT VARIABLE  FUNCTIONAL RELATIONSHIP = degree to which the independent variable affects the dependent variable (and can you isolate this effect!!) –Main focus in research is to determine functional relationship between intervention X and learning outcome Y

4 ABCs of BEHAVIOR ANALYSIS  ANTECEDENT (you are in a particular situation, setting, environment or in the presence of a particular cue or signal)  BEHAVIOR - this is what you do in a particular setting, situation  CONSEQUENCE - when you produce some behavior, some change will occur in the situation - the consequence is important because it either makes the likelihood of your doing that particular behavior again stronger or weaker depending on what the consequence is

5 Reinforcement vs. Punishment “Reinforcer” (Appetitive) Aversive Stimulus PresentPositive Reinforcement Positive Punishment Remove/ Terminate Negative Punishment Negative Reinforcement

6 Premack’s Principle  “more probable (preferred) behaviors will reinforce less probable (less preferred) behaviors”  “less probable behaviors will punish more probable behaviors” –Premack suggests it is possible to describe reinforcing events as actions of the organism rather than as discrete stimuli

7 SCHEDULES OF REINFORCEMENT  these are rules about HOW and WHEN reinforcer follows a R  Most simple schedule:  CONTINUOUS REINFORCEMENT (CRF) - is simplest schedule  involves a 1:1 ratio between R and S R  INTERMITTENT (PARTIAL) SCHEDULES:  these involve cases where reinforcement is delivered only after SOME response or only if response occurs at CERTAIN TIME

8

9 SHAPING  means to gradually “mold” behavior by reinforcing it every time it gets closer to a final desired behavior - similar to how we play “hot and cold”

10 PRIMARY VS. SECONDARY REINFORCERS VS. GENERALIZED REINFORCERS  Primary reinforcers are consequences that we need for survival (or we have an in-born love of these things)  Secondary reinforcers are stimuli that we’ve LEARNED to love or need (usually because they are paired with other reinforcers)  Generalized reinforcers are stimuli that we’ve LEARNED to love or need that can be traded in for MANY other reinforcers

11 DIFFERENTIAL REINFORCEMENET OF OTHER VS. ALTERNATIVE VS. INCOMPATIBLE BEHAVIOR  If we reinforce behavior that is NOT the target behavior, then the target behavior usually drops in occurrence  DRO = reinforce any behavior that is NOT the target  DRA = reinforce a specific behavior that is more adaptive than the target  DRI = reinforce a behavior that makes it impossible to do the target