Teaching New Behaviour BPY 3073 PDF

TEACHING NEW BEHAVIOUR BPY 3073 BEHAVIOUR MODIFICATION NUR HIDAYATUL IZZATI AIMAN © 2019, University of Cyberjaya. Please do not reproduce, redistribute or sha...

TEACHING NEW BEHAVIOUR BPY 3073 BEHAVIOUR MODIFICATION NUR HIDAYATUL IZZATI AIMAN © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author. TEACHING NEW BEHAVIOUR: SHAPING, FADING, PROMPTING AND CHAINING © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  SHAPING ❖ DEF: Differential reinforcement of successive approximations of a target behavior ❖ Shaping is used to develop a target (desirable) behavior that a person does not currently exhibit ❖ Differential reinforcement – ▪ Involves the basic principles of reinforcement and extinction ▪ Occurs when one particular behavior is reinforced and all other behaviors are not reinforced in a particular situation. ▪ As a result, the behavior that is reinforced increases and the behaviors that are not reinforced decrease through extinction. ❖ Successive approximations (shaping steps) – building behaviors that are closer and closer to the target behavior © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  SHAPING EXAMPLE OF LEVER PRESSING: 1. The rat moves to the side where the liver is located. 2. The rat faces the lever. 3. The rat approaches the lever. 4. The rat rears up on its hind legs. 5. The rat makes a movement toward the lever with a paw. 6. The rat touches the lever. 7. The rat presses the lever. © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  WHEN TO USE SHAPING To develop new To develop new To reinstate old topographies of a dimensions of a behavior that are behavior behavior not occurring When instructions, Accidently modelling and develop problem prompting are not behaviors effective © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  HOW TO USE SHAPING IDENTIFY THE STARTING IS SHAPING THE CHOOSE THE SHAPING BEHAVIOUR PREFERRED STEPS PROCEDURE? -The person must already DEFINE THE TARGET -Each steps is a closer exhibit the behaivour BEHAVIOUR -Use instruction / approximation to the modelling / prompting if -choose a behaviour you target behaviour possible can build on to achieve -Steps are not too big the target behaviour DIFFERENTIALLY REINFORCE EACH SUCCESSIVE APPROXIMATION MOVE THROUGH THE -Reinforce first approximation until it occurs a number SHAPING STEPS AT A of times CHOOSE REINFORCER PROPER PACE -Stops reinforcing first approximation and reinforce next approximation until it occurs a number of times -Continue until the target behvaiour occurs © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  PROMPTING ❖ Used to develop stimulus control (to get the right behavior to occur at the right time – in the presence of the SD) ❖ Used to develop new behaviors ❖ Examples: ▪ Teaching Trevor to hit a baseball ▪ Teaching tacting or other verbal operant ▪ Teaching skills to kids with autism ▪ Learning new material for a class © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  PROMPTING ❖ An antecedent stimulus or event that controls a response. ❖ A prompt gets the behavior to occur in the correct situation so the behavior can be reinforced SD + prompt → R → SR ❖ However, if the correct behavior is not occurring, then the behavior cannot be reinforced. ❖ The function of prompts is to produce an instance of the correct behavior so that it can be reinforced. ❖ Prompts makes teaching or training more efficient. © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  TYPES OF PROMPTS RESPONSE PROMPTS STIMULUS PROMPTS ❖ The behavior of another person evokes the correct response in the ❖ A change in some aspect of the SD present of the SD or (S-deltas) or the addition or ❖ Verbal prompt removal of another stimulus makes ❖ Say something that helps the person engage in the correct a correct response more likely in the behavior presence of the SD ❖ Gestural prompt ❖ Involve change in an antecedent stimulus ❖ any physical movement or gesture of another person that leads to the correct behavior in the presence of the SD ❖ Within stimulus prompts ❖ Modeling prompt ❖ Making the SD/SΔ more noticeable and easier to ❖ Any demonstration of the correct behavior by another discriminate person that makes it more likely that the correct behavior will occur at right time ❖ Extra-stimulus prompts ❖ Physical prompt ❖ Adding another stimulus to make a correct response more ❖ Another person physically helps a person to engage in the likely correct behavior at the right time © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  LEARNING TRIAL ❖ The sequence of presenting the SD, prompting the correct response, and providing a reinforcer ❖ In a learning trial: ❖ Prompting gets the correct response to occur so it can be reinforced ❖ Fading or prompt delay occurs to eliminate the prompt and transfer control to the SD © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  EXAMPLES SD + prompt → R → SR TACTING: Nonverbal SD ( ball ) -----> say “ball” -----> get praise + (verbal prompt “ball”) TEXTUAL BEHAVIOR: Written word “ENTER” ----> student ----> get praise + (verbal prompt “enter”) says “enter” © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  TRANSFER OF STIMULUS CONTROL ❖ Getting the behavior to occur in the presence of the SD without prompts ❖ Fading is a gradual removal of a prompt while the response occurs in the presence of the SD ❖ Types: ❖ Prompts Fading ❖ Prompt delay © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  FADING ❖ Def: Gradual removal of a prompt while the response occurs in the presence of the SD ❖ Prompt fading - Gradually removing the respons prompt ▪ Example: Teaching a student to use a pottery wheel to make a bowl. ❖ Stimulus fading - Gradually removing the stimulus prompt ▪ Example: Using flash cards to learn multiplication facts. © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  FADING ANTECEDENT BEHAVIOR CONSEQUENCE OUTCOME PROMPTS Pitcher throws the Batter correctly Batter hits the ball The batter is more ball. swings the bat. and gets praise form likely to swing the coach. correctly and hit the ball thrown by the pitcher. FADING Pitcher throws the Trevor swings the Trevor hits the ball Trevor hits the ball ball (SD). bat correctly. and the coach when it is pitched to No more prompts praises him. him in the future © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  PROMPT DELAY ❖ Present the SD, wait X number of seconds, then present the prompt (if needed) Example: ❖ The teacher shows the word to Natasha and waits 4 sec. ❖ If Natasha does not say the word, the teacher says the word as a prompt © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  USING PROMPTING AND FADING 1. Choose the most appropriate prompt strategy 2. Get the learner’s attention 3. Present the SD 4. Prompt the correct response 5. Reinforce the correct response 6. Fade the prompts over trials 7. Continue to reinforce unprompted responses 8. Use intermittent reinforcement for maintenance © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  BEHAVIOURAL CHAINING STIMULUS – RESPONSE CHAIN ❖ Behavioral chain is often called a stimulus-response chain. ❖ Each behavior or response in the chain produces a stimulus change that acts as an SD for the next response in the chain. SD1 --> SD2 --> SD3 --> SD4 --> R1 R2 R3 R4 --> SR ❖ Each chain of behaviors starts with an SD ❖ Each response produces the next SD ❖ SDs and responses are different ▪ The response is an action evoked by the prior SD ▪ The SD is a stimulus produced by the preceding response © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  TASK ANALYSIS ❖ The process of breaking it down into its individual stimulus-response components. ❖ Different ways to conduct a task analysis ❖ Observe a competent person engage in the task ❖ Ask an expert (a person who performs the task well) ❖ Perform the task yourself and record each of to the component SDS and responses © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  TASK ANALYSIS ❖ Identification of all stimuli (SDs) and responses (Rs) in a behavioral chain ❖ Example: Eating a bowl of oatmeal (SD1) bowl of oatmeal, spoon in hand ---> (R1) put spoon in food (SD2) spoon in food -----> (R2) scoop food onto spoon (SD3) food on spoon ----> (R3) Put food in mouth ----> (SR) eat © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  TYPES OF CHAINING BACKWARD FORWARD CHAINING CHAINING TOTAL TASK PRESENTATION © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.  TASK ANALYSIS BACKWARD CHAINING ❖ Intensive training procedure typically used with learners with limited abilities ❖ Use prompting and fading to teach the last behavior in the chain first ❖ By starting with the last behavior in the chain, the learner completes the chain on every learning trial ❖ Teach last SD -> R component first. ❖ Then teach next to last component, and so on. FORWARD CHAINING ❖ Teach one component of the chain at a time and then chain the components together and use prompting and fading to teach the behavior associated with the SD at each step in the chain. ❖ Teach first SD -> R component first. ❖ Then teach second component, and so on. © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author. 1. Present the SD 2. Present prompt (verbal and physical) 3. Provide praise (and possibly other TRAINING reinforcers) for correct response SEQUENCE 4. Fade prompts (or use prompt delay) FOR EACH COMPONENT 5. When response occurs without prompts, move to the next S-R component 6. Continue steps 1-5 until done Execute the whole behavioral chain in each training trial Use graduated guidance in TOTAL TASK each trial PRESENTATION Fade to shadowing and then fade shadowing  CHAINING EXAMPLE : STUFFING ENVELOPES TASK ANALYSIS (SD1) brochures, envelopes on table ---> (R1) pick up brochure (SD2) brochure in hand, envelopes on table ---> (R2) pick up envelope (SD3) brochure and envelope in hand ---> (R3) put brochure in envelope (SD4) stuffed envelope in hand ---> (R4) put stuffed envelope in the box --> (SR) praise ▪ To start BACKWARD CHAINING procedures: Present SD4, prompt R4, and reinforce ▪ To start FORWARD CHAINING procedures: Present SD1, prompt R1, and reinforce ▪ With TOTAL TASK PRESENTATION: Prompt the learner through all the steps in the chain © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author. Q&A Session © 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author. Thank you Address Telephone Website University of Cyberjaya 03 - 8313 7000 www.cyberjaya.edu.my Persiaran Bestari, Cyber 11, 63000 Cyberjaya, Facsimile Email Selangor Darul Ehsan, Malaysia. 03 – 8313 7001 [email protected]