PSYB38 Week 8 - Fall 2024 Behavioral Programs PDF

Unclassified / Non classifié Week 8 Developing Behavioural Programs (Antecedents, Functional Assessment & Research Design) 1  Unc...

Unclassified / Non classifié Week 8 Developing Behavioural Programs (Antecedents, Functional Assessment & Research Design) 1  Unclassified / Non classifié mTuner Quiz 2 Moved to Nov 14 10am-Nov 15 10pm Cover week 8 & 10 Case Study Assignment Nov 19, 11:59pm, Quercus Assignments Overview available on Quercus Case summaries will be provided this week  Unclassified / Non classifié Select a case study from the list to be provided. Craft your response as a formal report in a maximum of 2 pages (12-point font, TNR, 1.5 line spacing). all info contained in bg of the case- 1) Perform a functional assessment based on the information provided and 2) propose an intervention to change the behaviour. 3) Explain how you would conduct an experiment to test your intervention and what the results would indicate. Define and identify the target behaviour, the antecedents, behaviour, and consequences of the current situation. What behavioural modification principal is maintaining this behaviour (e.g.. operant, respondent, both)? What cues are currently in place? How would you propose to change this behaviour using what we have learned in this course? How would you test your intervention? How would you assess if it worked or not? maybe its something like behavior is too high and maintained by positive reinfroceemnt—> Extinction... why… and how would you assess whether you were right ( a behavioral program/measure/ppl who support/restrictions/ length..etc).  concept of an experiemntal functional assesment—> exploring key hypothesis that maintain Unclassified / Non classifié behavior, devide conditions and expose children to antecedents of trhe beahvior. base line measures and see what their manipulations to the IV did Major Causes of Problem Behaviours overarchng themes of absence or excess of soemthing producing certain types of behavioral responses Operant Respondent (Elicited) main conclusion= not one underlying just because 2 children are exibiting the cause, unique triggers for self injurious same behaviro does not mean it is behaviors, triggered by the same cue—> really imp to understand what the behavior is accomplishing, ie what is the function of the behavior  Unclassified / Non classifié Major Causes of Problem Behaviours hypothesized/theorizzed causes of problem behaviors so for operant mechansims (maintained by underlyng operant principles) these are the causes that maintain behavior Operant Problem Behaviours Maintained by Social Positive Reinforcement Problem Behaviors Maintained by InternaldogSelf-Stimulatory who found it interesting to uncap bottles—> internal satisfaction Positive Reinforcement (automatic positive reinforcement) Problem Behaviors Maintained by external Sensory Positive ie. sound, visual effect etc. Reinforcement removal of something unplesant in a social mechanism Problem Behaviors Maintained by Social Negative Reinforcement Problem Behaviors Maintained by internal Sensory Negative Reinforcement (automatic negative reinforcement) Problem Behaviors Maintained by external Sensory Negative Reinforcement  Unclassified / Non classifié so social attention= positive reinforcement Problem Behaviours Maintained by Social Positive Reinforcement Behavioural excesses often are developed and Major maintained by the social attention they evoke behavior elicits attention, and attention reinforces behavior Causes of Indicators indicators for a behavior being maintained by social positive reinf Problem a) whether attention reliably follows the behavior ie. child looks at you while doing the behavior and does the Behaviours problematic b)whether the individual looks at or approaches a behavior caregiver just before engaging in the behavior in case of child or adults (peers/boss/colleagues) c) whether theoh. individual smiles just before indicator or clue thta there is an expectation of attention or social reinforcement engaging in the behavior. Attention from others can also function as an SD for problem behavior discriminative stimulus antecedents= cue that behavior will be reinforced  Unclassified / Non classifié automatic conditioned reinforcement Problem Behaviors Maintained by Internal cannot observe the consequence internal sensory stimulation so Self-Stimulatory Positive Reinforcement behvaior is automatically (automatic reinforcement) reinforcing= cannot be controlled or detected reinforced by the sensory stimulation they produce internally Major behavior itself is automatically reinforcing without producing any consequence that another person Causes of can control or detect Problem Indicators Behaviours continues unabated at a steady rate although it has no apparent effect on other individuals or the external environment. again, cause u cannot observe the consequence ie. scratching behavior. can be problematic if in excess. consequence is providing internal stimulation. dysfunctionl, physical harm.. etc ie. rapid scratching of head.  Unclassified / Non classifié Problem Behaviors Maintained by external Sensory Positive Reinforcement empahsis on non social Reinforcing sights and sounds of a nonsocial Major external environment maintaining a problem behaviour Causes of Problem Indicators Behaviours continues the behaviour undiminished over tapping pen, clicking pen exmaple of stuff that can be maintained via numerous occasions even though it appears to have external posiitve reinforcement—> enjoy sensory but can detetc some kind of physical external stimulation produced externally. no social consequences consequence ie. clicking pen- habitual respons, clicking sound is eg. dogs like to chew on objects with crinkle. reinfrocing to them, reoinforces chewing reinforcing. behavior. chewing behaviro is increased when toy has a crinkling crunching sound. no social consequence, no reactions. can test this by giving them toy wiht no sound and toy with sound, will probs choose the one with crunching sound  Unclassified / Non classifié removal of soemthing unplesant that maintains behavior Problem Behaviors Maintained by Social Negative Reinforcement some type of unplesant situation imposed on u and your behaviro causes that to Major stop. so stopping of that pressure/intercation is maintained and more likely to occur again in future negatively reinforced by escape from demands ie. parent tells u to do chores, u do a temper tantrum Causes of esposed to social pressure, asked to do soemthing. behavior and demaind removed, now no longer have to do that task. so now this behavior is maintained via negative reinforcement Problem Indicators Behaviours Engages in the behavior only when certain types of demands or requests are made ie. child yells no, has temper tantrums. u may ask when do these behaviors occur ie, if it occurs when child asked to do homework, take bath—> tells u that behaviro maintined by social neg reinf  Unclassified / Non classifié Problem Behaviors Maintained by internal someone else cannot observe. boredom, physical pain engage in behaviro tghat removes this internal Sensory Negative Reinforcement discomfort and in future these behaviros maintained ie. aniety, displeased, anger…etc. and if behaviror (automatic negative reinforcement) relieves these feelings—> behavior likely to be maintained in future negatively reinforced by removal of internal Major discomfort goal is diff from pos reinforcement as that produces plesant sensory feelings however here doing behavior allows you to escape the unplesant sensory feelins Causes of Indicators Problem EOs—> make behavior more likley to be reinforced. Ie. hunger, makes food greater reinforcer Behaviours Private events, typically strong negative emotions, function as establishing operations for the problem behavior and the problem behavior is negatively reinforced when it results in relief from the when person is feeling strong neg emotions, the negative emotions. behavior is going to be even more reinforced. when u see a case of behavior, cant explain. in the case u observe there to be strong neg emoitons, and behaviro increases—> suggests behavior is maintained by internal sensory neg reinforcement  Unclassified / Non classifié Problem Behaviors Maintained by external Sensory Negative Reinforcement Major maintained by nonsocial negative reinforcement or escape from external sensory aversive stimuli. ie. lights or sounds that are discomforting to person. behavior that Causes of allows u to escape is reinforced Problem Indicators Behaviours Engages in the behavior only when certain types sensory stimuli are present ie. child covers ear when its really noisy. this reduces the volume of the noise. reinforcers behavior in future  Unclassified / Non classifié Major Causes of Problem Behaviours aka. classicial conditioning behaviors not influenced by consequences byt rather are elciited behavior via a stimulus Respondent or Elicited Problem Behaviors Not controlled by their consequences aggression can be elicited in response to some aversive stimulus. because it may elicit anger which reinforces aggression Aggression can be elicited by aversive stimuli Emotions have elicited components ie. seeing exam grade= happiness emotion controlled by a trigger. Indicators: always some kind of stimuli that triggers that behavior and no consequence to behavior a) consistently occurs in a certain situation or in the presence of certain stimuli and that it is never followed by any clearly identifiable reinforcing consequence. b) behaviour seems to be involuntary (i.e., the person seems unable to inhibit it). elicited, no obvious consequene, unable to stop it ie. when a loud horn is presented—> startle reflex. invountary, no consequence  Unclassified / Non classifié Factors to Consider in Assessing Causes of Problem Behavior look across these factors to provide clues to what may be maintaining behavior if person is doing some kind of ie. child with close group of task, consider these variables friends. more likely to exhibit in General Setting behaviors when with them compared to when theya re not their Task Variables Low overall level of reinforcement Too difficult Conditions that cause discomfort (e.g., hot, Improper pace (too fast, too slow) noisy, crowded) Lack of variety Presence or absence of particular people Lack of choice Lack of perceived importance Organism Variables State of health (e.g., flu, headache, help u evaluate what is function of behavior not somuch topography of behavior but rather allergies) FUNCTION of behavior. Motivational state (e.g., hungry, thirsty) Emotional state (e.g., angry, jealous) Temporary bodily states (e.g., fatigue, menstrual cramps)  Unclassified / Non classifié Factors to Consider in Assessing Causes of Problem Behavior Specific Antecedents Specific-Consequences- Problem Sudden change in immediate surroundings Behavior Leads to: Introduction of new tasks Escape from demands Excessive demands Attention from others Unclear instructions Sympathy Removal of visible reinforcers Withholding of reinforcers following previously Getting one's way ie. not getting reinforcer any reinforced responses longer Tangible reinforcers Internal Presentation of aversive stimuli sensory feedback External Instruction to wait sensory feedback Observance of someone else being reinforced example of things u may want to consider that may be antecdents for behavior Planning, Applying, and Evaluating a Behavioral Unclassified / Non classifié Program Selection and Implementation of a Preprogram Assessment Procedure first identity what behavior is—> behaviro definiton and get reliabel baseline, come up with measure—> frequency, duration etc,,, 1.For a reliable baseline, define the problem in precise behavioral terms. 2.Select an appropriate baseline procedure that will enable you to a) monitor the problem behavior b) identify the current stimulus control of the problem behavior c) identify the maintaining consequences of the problem behavior d) monitor relevant medical/health/personal variables ie. if decreasing behavior, is there e) identify an alternative desirable behavior some alt desirbale behavior that can be chosen 3. Design recording procedures that will enable you to log the amount of time devoted to the project by professionals (such as teachers or group home staff). who is recording behaviors—> trained individuasl, select  Unclassified / Non classifié Planning, Applying, and Evaluating a Behavioral Program Selection and Implementation of a Preprogram Assessment Procedure 4. Ensure that the observers have received appropriate training in identifying the critical aspects of the behavior, applying the recording procedures, and graphing the data. especially if data collected over a long period of time 5. If the baseline is likely to be prolonged, select a procedure for increasing and maintaining the strength of the record-keeping behavior of the people recording the data. because program is only as succesful as data collected. how do we ensure that the teacher acc records behavior consistently and reliably—> what motivates want accurate and quality data can be overlooked: staff and team subject to also reinforcement and s the teacher/person recording the baseline. 6. After beginning to collect baseline data, analyze the data carefully to select an appropriate treatment or intervention strategy and decide when to terminate the baseline phase and begin the intervention. ie. maybe u dont have enough data—> increase baseline phase or maybe its time to start now if u do have enough data collectred  Unclassified / Non classifié Stimulus Discrimination and Generalization similar settings Learning to Respond at the Right Time and Place will behavior be reinforced depnds on the antecdents eg. family vs freinds at dinner. diff behaviors in diff contexts because conseuqneces r likely to be diff. diff reinforcements so diff behaviors. so we learn how to repsond to at right time and place based on the stimuli  Unclassified / Non classifié Generalization & Discrimination Generalization Stimulus similar to CS may evoke CR discriminating betwen diff stimuli ie. light bulb and flashlight—> cost benefit analysis—> shoudl i engage in behavior just in case or is it counterproductive generalizing between simialr cues and discriminating between diff cues 18 Unclassified / Non classifié 19  Unclassified / Non classifié generalizing her response to diff stimuli (diff dogs) stimulus generalization—> invokes same response 20  Unclassified / Non classifié Generalization & Discrimination default of our brain—> dont want to undergo learning all the time—> generalize our brain wnats to extrapolate across similar Generalization situations. has adaptive/survival value. would be best to respond in simialr ways as you have in best. Stimulus similar to CS may evoke CR generalization can be inaccurate Discrimination through exposure some conditioned stimuli get extinguihsed. the other stimuli get extinguished (ie. the other dogs) but the main dog still results in the dfear response Stimulus similar to CS paired with extinction trials does not elicit CR, but the CS still will original CS-CR relationshp exisist but the new CS-CR relatiosnhup has been extinguished 21  Unclassified / Non classifié learning via trial and error, as we grow up. learning conversation topics, manners when dining with family. go out with freinds, same behavior gets no reinforcement. but overtime u learn new b ehaviors with the new group. we start with base of generlization but over time we learn how to discriminate basd on diff stimuli and contects  Unclassified / Non classifié 3 Sets of Events (A-B-C) that cue that aleerts you whther or not behaviro will be reinforced—> sets tone for behavior to have a specific consequence 1) Antecedent stimuli -the stimuli that exist just prior to the occurrence ie. classmates, everyone looking in one direction, prof of the behavior talking... etc. these signal which behaviors should be engaged in 2) Behaviour 3) Consequences of behaviour stimuli are the people, objects, and events currently present in one’s immediate surroundings  Unclassified / Non classifié consequences influences whether or not behavior is performed in future ALL ABOUT PREDICTABILITY!! key of CS, as we have learned is predictabitiliy our brains are searching for predictability, how do we know what to do and what result of response will be stronger correlation= stronger stimulus control presence of antecedent and occurence of behavior= strong correlationg like 0.99 Stimulus Control: the degree of correlation between the occurrence of a particular antecedent stimulus and the occurrence of a subsequent response  Unclassified / Non classifié STIMULUS CONTROL Impact of antecedent stimuli in the environment on behaviour. red light or gren light in skinenr box discrimination between these 2 stimuli, green=rewarding, red=not rewaridng but in the beginnig it would be genealizing to all lights. because light is similar enough. but learning/experience, it learns to discimrinate DISCRIMINATION GENERALIZATION process of responding to similar antecedents in the same manner—> tends to Process of responding to Process of responding to be default some antecedent stimuli similar antecedent but not others. stimuli in the same manner.  Unclassified / Non classifié STIMULUS CONTROL: THE PRINCIPLES Discrimination training Generalization Complex discrimination training and generalization Transfer of learning Concept formation  Unclassified / Non classifié Stimulus discrimination training ie. child hears swear word at school, says word and gets socially reinforced. at home, says same word and does not get same reaction. first had generalization and later discrimination. learn to not say word infront of parent—> discriminate based on ppl (act as stimuli) present. Involves discovering when reinforcement is available or unavailable and when aversive events may or may not occur. menaing u genralizee In most cases, the failure to discriminate will cause you to be inconvenienced. chronic over genealization. ie. u always apply your learning from one env. ie. learning to do certain things at recess but doing the behavior in front of tecaher. inability to discirminate between diff cintexts In some cases, behaviour pathology can result from failure to discriminate. so the rat in skinner box is discovering that reinforcement is avail in prescnece of one light and not in prescence of another light. In many, though not all, circumstances the occurrence or nonoccurrence of reinforcing or aversive events is easily predicted.  Unclassified / Non classifié Stimulus discrimination training DISCRIMINATIVE STIMULUS ie. light, friends, Notation SD signals availability of reinforcers or punishers signals respone SD →R →SR reinforcement or punishment SD →R →SP S signals unavailability of reinforcers or punishers so red light in skinner box. signals that reinforcement is unavailable friends—> swear word—> laughter (reinforcement) parents—> response—> punishment  Unclassified / Non classifié Stimulus discrimination training refers to the procedure of reinforcing a response in the presence of an SD and extinguishing that response in the presence of an SΔ Effects of sufficient stimulus discrimination training can be described as (1) good stimulus control—a strong correlation between the occurrence in prescnece of grene of a particular stimulus and a particular response light= lever pressing OR (2) a stimulus discrimination—a response occurs to an SD, not to an SΔ for positive reinforcement (attnetionn), Sdelta is parents does not press lever when red light is present for punishment SD is parents and friends would be Sdelta  Unclassified / Non classifié Discrimination Paradigms 1) Two-choice discrimination task very simialr, share lots of similar features The SD and SΔ on the same stimulus dimension (or class) e.g., red light/green light; mom/dad. Behavioural contrast: the increased responding to SD and decreased responding to S during discrimination learning.  Unclassified / Non classifié Discrimination learning very clear demonstration of learned behavior contrast. one provides reinfrocement other does not. on the first day both being pecked at same frequency but since only red key is reinforced, we see behavioral contrasts pigeons pecking key for food. red or green key barely pecking this key  Unclassified / Non classifié Stimulus discrimination training not able to discirminate between them Insoluble discrimination problems and the development of neurosis Pavlov observed that as two stimuli become more similar, his dogs were unable to discriminate and responded (salivated) to both stimuli. did many diff experiemnts to explore stimulus and generalization. as 2 become more similar, dog unavke to discirminate and salivated to Dogs also showed extreme agitation. both images. According to Pavlov the dogs experienced strong conflict, trying to respond to one but not the other stimulus. Pavlov termed this an experimental neurosis. internal conflict within neural ciricuits trying to exhibit response and one trying to inhabit response. unable to determine cue  Unclassified / Non classifié Stimulus discrimination training there is much value in predictivness—> plays a huge role in discrimination learning Experiments like these suggest that predictiveness plays an important role in discrimination learning. unavle to reconcile predictvness- internal conflict What relevance do such experiments have to the development of when we cannot predict things—> unplesant, neurosis in humans? avoid certain situations, being with friends vs being with strangers or emotional dysfunction in humans—> a result of being unable to adding to internal stress or conflict predict something. internal struglle at the circuit level: do this, dont do this. inability to descriminate= root of emotional reactions/instability  Unclassified / Non classifié STIMULUS CONTROL: THE PRINCIPLES Discrimination training Generalization Complex discrimination training and generalization Transfer of learning Concept formation  Unclassified / Non classifié Stimulus generalization procedure of reinforcing a response in the presence of a stimulus or situation and the effect of the response becoming more probable in the presence of another stimulus or situation done something=conseuqehce and apply learning to a similar setting  Unclassified / Non classifié Unlearned Stimulus Generalization Due to Strong Physical Similarity circuits in brai being activated by simular sets of inputs looks very similar, activating same neurons default is generlaization similar stimuli= respond in the same way  Unclassified / Non classifié Unlearned Stimulus Generalization Due to Strong Physical Similarity Common-element stimulus class -set of stimuli, all of which have one or more physical characteristics in common so these dogs look physiocally similar similar characteritsics= belong to common-element stimulus class Unclassified / Non classifié  Unclassified / Non classifié Learned Stimulus Generalization Involving Limited Physical Similarity Conceptual behaviour - When an individual emits an appropriate response to all members of a common-element stimulus class and does not emit that response to stimuli that do not belong to the class, we say that the individual generalizes to all members within a common-element stimulus class or concept, and discriminating between common-element stimulus classes such as between red toys and red food initial exposure to these mayelements on top= all red. involve similar responses. ie. putting lego on mouth. but thru eperience u learn that some physical charactertiscs mean diff functions. so its bstter to focus on functions, and not on physical elements over time learn what elements u should generalize across and what you should discriminate  Unclassified / Non classifié Learned Stimulus Generalization in Spite of No Physical Similarity Stimulus equivalence class -a set of completely dissimilar stimuli (i.e., have no common stimulus element) that an individual ultimate level of has learned to group or match together or genralization, no physical respond to in the same way similarity. but depends soleley on function and consequences produced. look physically diff but we respond similarly because of similar consequence  Unclassified / Non classifié diff signals for safe to cross road. all very diff, no physical similarities,. but in their prescne we expect same conseuquences  Unclassified / Non classifié Beyond Stimulus Control Contextual control -when the general setting or context may alter the manner in which an shared physical simialrities yet in left, crs dricing on left and on right, individual responds to particular stimuli learning to engage in diffdriving on right side of road. behaviros depending on context (UK or Canads) context signals which behavior will be reinforced