1. Developing New Behavior

2. Non Contingent Reinforcement Potency (e.g. amount/quality) of “R+” Include Extinction Vary “Reinforcement”

3. Behavioral Momentum High Probability requests Resistance to extinction

4. Functional Communication Training Differential Reinforcement Look/ Watch me

5. Imitation Any physical functioning as “model” (e.g. antecedent) Immediate imitative behavior follows model – 5 seconds Both model and behavior must be similar – Must “do the same” Model must be controlling variable – “Doing the same is not enough”

6. Shaping

7. 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.

8. 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.

9. Enhancing Shaping: Prompting & Fading Add an SD Physical Guidance Imitative response (Model) – These are all prompts that must be faded

10. Lookin’ for a volunteer Who wants to shape up their behavior?

11. 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.

12. Methods of Chaining Forward – R1 R1 R1 – R2 R2 R2 etc. Total-Task – R1 R2 R3 etc. – Provide help when needed – Stop when criterion met (3 times with no help?) Backward – Start with final link – With leap ahead…

13. 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.

14. Time to make a chain Do a task analysis for the problem 359 / 13 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.

15. Chaining Assessment Single Opportunity – Measurement of all steps in correct sequence – Quick to conduct – More conservative – Tells little information Multiple-Opportunity – Measurement of each link

16. Respondent Conditioning

17. Do not say Classical Conditioning - Eliciting not evoking behavior - Automatic Physiological responses not controlled free willed or operant responses

18. General Pavlov: Russian Physiologist US  UR US + CS  CR CS  CR

19. 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: Phobias Example 6: Bedwetting Example 7: Aversion Therapy

20. Factors That influence Respondent Conditioning Number of pairings inter-stimulus interval:.5 sec Continuous Pairing > Intermittent Pairing Intense Stimuli (CS US)

21. Respondent Extinction Stop pairing the CS with the UCS Q. How is this different than escape extinction?

22. 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

23. Drug Overdoses Generally due to taking too much poison. Novel environments play major role – Drugs not only produce a high, but also counter effects to reduce the high. – The drug, Room, Needle Prick – Thought? Coke Classic vs. Caffeine Free Coke

24. Operant-Respondent Interactions Emotions: Rewards and Punishers are associated with internal events Thinking: Words are associated with senses

25. Systematic Self-Desenstization Construct a Fear Hierarchy (0-100; least to most fearful) - SUD : Subjective Unit of Discomfort Deep Muscle Relaxation: Implement Program

26. Flooding Putting person in fearful situation with positive outcome. Not allowing the CS to be paired with UCS Not recommended