EDF 6223 EXAM 2 | COMPLETE SOLUTIONS WITH CORRECT VERSIONED ANSWERS
steady state responding -
target behavior -
formal similarity - occurs when the model's and the imitator's behavior physically resemble each other and are in the same mode
model - an antecedent stimulus with...
formal similarity - occurs when the model's and the imitator's behavior physically
resemble each other and are in the same mode
model - an antecedent stimulus with topographical similarity to the behavior the analyst
wants to be imitated
planned models - prearranged demonstrations of behavior that show the learner
exactly what to do, be it acquiring new skills or refining the topography of certain
elements of existing skills-can be live or filmed
unplanned models - occasion imitation in everyday social environments
what is the most important property defining imitation? - the controlling relation between
a model's demonstration and a learner's performance of topographically similar
behavior
T/F: an imitative behavior is a new behavior that follows a novel antecedent eventT/F:
an imitative behavior is a new behavior that follows a novel antecedent event - true
modeling - a behavior change strategy in which learners acquire new skills by imitating
demonstrations of the skills by live or symbolic models. the model shows, demonstrates,
or conveys exactly the behavior the learner is expected to convey. can be live,
symbolic, or recorded
shaping - the differential reinforcement of successive approximations toward a terminal
behavior. the antecedent stimulus for the terminal behavior stays the same, while the
response progressively becomes more differentiated
differential reinforcement - presenting an unconditioned or conditioned reinforcer only
to those emitted members of a response class that share a specified dimension or
quality, while placing all other emitted response class members on extinction
, performance dimensions that can be shaped - 1. topography: refining motor
movements
2. rate: increasing number of correct responses
3. latency: decreasing compliance time between a directive
4. duration: increasing time spent on task
5. IRT: reducing rapid eating
6. magnitude: increasing projected voice volume
shaping guidelines - 1. select the terminal behavior and define it precisely
2. determine the criterion for success
3. assess the response repertoire
4. identify behaviors to reinforce
5. eliminate interfering or extraneous stimuli
6. proceed gradually
7. limit the number of approximation at each level
8. continue to reinforce when terminal behavior is achieved
behavior chain - a linked sequence of responses leading to a terminal outcome. each
response produces a stimulus change that functions as conditioned reinforcement for
that response and as a discriminative stimulus for the next response in the chain.
reinforcement for the last response in a chain maintains the reinforcing effectiveness of
the stimulus changes produced by all previous responses in the chain
3 characteristics of behavior chains - it involves the performance of a specific series of
discrete responses; the performance of each behavior in the sequence produces a
stimulus change in the environment in such a way that it yields conditioned
reinforcement for the preceding response, and serves as an Sd for the next response;
the responses within the chain must be performed in a specific sequence, and in close
temporal succession
behavior chain with a limited hold - a chain that must be completed within a specified
time to produce reinforcement. characterized by performance that is accurate and
proficient (e.g., an assembly task on a production line). person must not only have the
prerequisite behaviors in his/her repertoire, but also must emit those behaviors in close
temporal succession to obtain reinforcement
chaining - refers to various methods for linking specific sequences of stimuli and
responses to form new performances. taught to increase independent living skills,
develop complex behaviors, and add behaviors to an existing behavior repertoire
task analysis - breaking a complex task into smaller, teachable units, the product of
which is a series of sequentially ordered steps or tasks
how to construct and validate task analyses? - 1. observe a competent performer
2. execute the task yourself
3. get expert input
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