Principles of Learning Staff Training Manual –
Description: Principles of Learning Staff Training Manual Series Part 4 Created by: Shayna Gaunt, BCBA How to ABA Pre-Test What is operant behavior? What is the definition of learning? Draw the 3-term contingency. What is the 4th term in the
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slide1. Principles of Learning Staff Training Manual – Series – Part 4
Created by: Shayna Gaunt, BCBA
How to ABA<br>
slide2. Pre-Test What is operant behavior?
What is the definition of learning?
Draw the 3-term contingency.
What is the 4th term in the contingency?
What does SD stand for?
What does EO stand for?
What is the definition of punishment?
True or False:
The SD occurs BEFORE the behavior.
The response occurs BEFORE the behavior.
Reinforce the child, not the behavior.<br>
slide3. The Study of Behavior Respondent Behavior – Classical Conditioning - elicited - reflexive - involuntary
A-B analysis Pavlov Skinner Operant/Learned Behavior – evoked – emitted – voluntary
It is learned and maintained based on consequences.
A-B-C analysis<br>
slide4. Operant Behavior Operant behavior is learned
Antecedent and consequent events control operant behavior.
Manipulating observable stimuli may modify operant behavior.
Empirical analysis guides development procedures and shows effectiveness<br>
slide5. Principles of Learning Learning- a change in behavior that ENDURES OVER TIME
Three components govern learning:
A - Antecedent (SD = Discriminative Stimuli)
B - Behavior (R= Response)
C - Consequence (SR+ Reinforcement
SP+ Punishment)<br>
slide6. Three Term Contingency Antecedent stimulus Behavior Consequent stimulus
A ------------------------------- B --------------------------------- C
SD --------------------------------- R --------------------------- SR + SP +
(Discriminative Response SR = reinforcement
Stimulus) SP = punishment<br>
slide7. 3-Term Contingency<br>
slide8. A) Antecedent/Discriminative Stimulus (SD) Any occurrence in the environment that happens prior to a response and sets the occasion for a response to occur
Example: an instruction, an activity, an event, a setting, an object, a person<br>
slide9. B) Behavior/Response (R) The behavior the student performs in the presence of a particular stimulus
The response must be observable and measurable
Example: sitting quietly, following a direction, engaging in aggression<br>
slide10. C) Consequence/Reinforcement (Sr) or Punishment (Sp) Anything that follows behavior and alters the probability of future occurrences of that behavior
The event that happens after the response occurs
Example: tangible items, social praise, ignoring a response, time out, verbal reprimand<br>
slide11. Group Work Put the following scenarios into the 3-term contingency:
Suzy ate glue when she was at school. The teacher took it away from her and said, “No”.
John cried when he stubbed his toe. His mother came over and gave him a hug.
Your alarm went off, you turned it off, rolled over, and went back to sleep.<br>
slide12. The Process of Learning Reinforcement (SR) increases future probability of behavior.
Punishment (SP) decreases future probability of behavior.<br>
slide13. Example 1: Jimmy licked his lips. His lips got chapped. He never licked his lips again.
Look at the lip licking. Does it increase or decrease? Therefore, was it reinforced or punished?<br>
slide14. Example 2: Judy was hungry. She said, “I want an apple.” Her mother gave her an apple. Now she asks for an apple whenever she is hungry.
Look at the requesting behavior. Does it increase or decrease? Therefore, was it reinforced or punished?<br>
slide15. Be Careful!!! Remember it is about the FUTURE likelihood of a response occurring
See Examples<br>
slide16. Example 1 Sally walked to the teacher’s desk and found a box of crackers. She ate 20 of them before her teacher walked up and took the box away. Sally began to cry and regurgitated the crackers.
Does this talk about FUTURE behavior? Therefore, is it a reinforcer/punisher?<br>
slide17. Example 2 The physiotherapist was teaching John how to walk with his crutches. John took 5 steps, and the PT gave him a drink of his favorite juice. After swallowing the juice, John immediately took 5 more steps.
Does this talk about FUTURE behavior? Therefore, is it a reinforcer/punisher?<br>
slide18. Aside… REMEMBER:
Behaviors are reinforced, not people (e.g., “I reinforced him for good sitting” vs. “I reinforced his sitting behavior”)
It is impossible to increase the likelihood of a person occurring in the future
It is possible to increase the likelihood of a behavior occurring in the future<br>
slide19. Group Work Identify Sr (whether the behavior increases) or Sp (whether the behavior decreases) in the following scenarios…<br>
slide20. Sammy flapped his arms in front of the tv. Every time he did this, his therapist turned off the tv. Sammy never flapped his arms again. Look at the arm flapping behavior. Did it increase or decrease?
George peed in his mom’s favorite plants. Out of furry, his mother yelled at him. He never peed in the plants again. Look at his peeing behavior.
Jen’s dog was full of burrs he picked up while romping through the field. He cried until she removed them. Since that day, he has cried whenever he has burrs in his coat. Look at the dog’s crying behavior.<br>
slide21. Little Timmy pointed to the donut shop as he and his mother approached. “Mommy, can we get some donuts?” She slammed on the brakes, wheeled the car into the parking lot, and bought a dozen delicious treats. Several days later they were again passing the donut shop. “Mommy, can we get some donuts? Again, the mother complied. Several weeks and twelve dozen donuts later, Timmy was asking for them daily.
Lucy’s mother held her hand while the dentist drilled away. Whenever Lucy began to cry, her mother would let go of her hand and leave the room. When she stopped crying, mother would return again and hold her hand. As a result, Lucy cried less at the dentist. Determine the behavior in question before you determine increase/decrease, etc.<br>
slide22. Types of Stimulus Change Present or Increase Withdraw or Decrease Effects on Future Frequency of Behavior<br>
slide23. Examples of 3-Term Contingency<br>
slide24. Group Work Use the table on the previous slide to develop other 3-term scenarios for positive and negative reinforcement and punishment:<br>
slide25. Establishing Operations (EO) The “fourth” contingency
Contrive
Capture
An EO determines what an individual wants at any particular moment
EO Antecedent Behavior Consequence
(Motivation) (Sd) (Reinforcement)
EO ------------------- A ------------------------ B ----------------------- C<br>
slide26. Tying It All Together Establishing Operation
(EO)<br>
slide27. Establishing Operations (EO) Any change in the environment that alters the effectiveness of reinforcement
Simultaneously alters the momentary frequency of the behavior that has been followed by that reinforcement
Jack Michael (1982)<br>
slide28. The Significance of EO’s Think of EO’s as the motivational variable
“What’s in it for me?!!”
Create motivation before you begin teaching and you will get better performance out of your student<br>
slide29. Establishing Operations (EO) Discussion:
Give an example of how you would establish an EO?
Should the child have access to the toys at all times?
Why / Why not?
How do you know if something is reinforcing?<br>
slide30. Questions/Comments/Discussion<br>
slide31. References Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education.
Foxx, R. M. (1982). Increasing behaviors of severely retarded and autistic persons ; Decreasing behaviors of severely retarded and autistic persons. Champaign, Ill: Research Press.
Michael J. (1982). Distinguishing between discriminative and motivational functions of stimuli. Journal of the experimental analysis of behavior, 37(1), 149–155.<br>
slide32. Post-Test What is operant behavior?
What is the definition of learning?
Draw the 3-term contingency.
What is the 4th term in the contingency?
What does SD stand for?
What does EO stand for?
What is the definition of punishment?
True or False:
The SD occurs BEFORE the behavior.
The response occurs BEFORE the behavior.
Reinforce the child, not the behavior.<br>
Created by: Shayna Gaunt, BCBA
How to ABA<br>
slide2. Pre-Test What is operant behavior?
What is the definition of learning?
Draw the 3-term contingency.
What is the 4th term in the contingency?
What does SD stand for?
What does EO stand for?
What is the definition of punishment?
True or False:
The SD occurs BEFORE the behavior.
The response occurs BEFORE the behavior.
Reinforce the child, not the behavior.<br>
slide3. The Study of Behavior Respondent Behavior – Classical Conditioning - elicited - reflexive - involuntary
A-B analysis Pavlov Skinner Operant/Learned Behavior – evoked – emitted – voluntary
It is learned and maintained based on consequences.
A-B-C analysis<br>
slide4. Operant Behavior Operant behavior is learned
Antecedent and consequent events control operant behavior.
Manipulating observable stimuli may modify operant behavior.
Empirical analysis guides development procedures and shows effectiveness<br>
slide5. Principles of Learning Learning- a change in behavior that ENDURES OVER TIME
Three components govern learning:
A - Antecedent (SD = Discriminative Stimuli)
B - Behavior (R= Response)
C - Consequence (SR+ Reinforcement
SP+ Punishment)<br>
slide6. Three Term Contingency Antecedent stimulus Behavior Consequent stimulus
A ------------------------------- B --------------------------------- C
SD --------------------------------- R --------------------------- SR + SP +
(Discriminative Response SR = reinforcement
Stimulus) SP = punishment<br>
slide7. 3-Term Contingency<br>
slide8. A) Antecedent/Discriminative Stimulus (SD) Any occurrence in the environment that happens prior to a response and sets the occasion for a response to occur
Example: an instruction, an activity, an event, a setting, an object, a person<br>
slide9. B) Behavior/Response (R) The behavior the student performs in the presence of a particular stimulus
The response must be observable and measurable
Example: sitting quietly, following a direction, engaging in aggression<br>
slide10. C) Consequence/Reinforcement (Sr) or Punishment (Sp) Anything that follows behavior and alters the probability of future occurrences of that behavior
The event that happens after the response occurs
Example: tangible items, social praise, ignoring a response, time out, verbal reprimand<br>
slide11. Group Work Put the following scenarios into the 3-term contingency:
Suzy ate glue when she was at school. The teacher took it away from her and said, “No”.
John cried when he stubbed his toe. His mother came over and gave him a hug.
Your alarm went off, you turned it off, rolled over, and went back to sleep.<br>
slide12. The Process of Learning Reinforcement (SR) increases future probability of behavior.
Punishment (SP) decreases future probability of behavior.<br>
slide13. Example 1: Jimmy licked his lips. His lips got chapped. He never licked his lips again.
Look at the lip licking. Does it increase or decrease? Therefore, was it reinforced or punished?<br>
slide14. Example 2: Judy was hungry. She said, “I want an apple.” Her mother gave her an apple. Now she asks for an apple whenever she is hungry.
Look at the requesting behavior. Does it increase or decrease? Therefore, was it reinforced or punished?<br>
slide15. Be Careful!!! Remember it is about the FUTURE likelihood of a response occurring
See Examples<br>
slide16. Example 1 Sally walked to the teacher’s desk and found a box of crackers. She ate 20 of them before her teacher walked up and took the box away. Sally began to cry and regurgitated the crackers.
Does this talk about FUTURE behavior? Therefore, is it a reinforcer/punisher?<br>
slide17. Example 2 The physiotherapist was teaching John how to walk with his crutches. John took 5 steps, and the PT gave him a drink of his favorite juice. After swallowing the juice, John immediately took 5 more steps.
Does this talk about FUTURE behavior? Therefore, is it a reinforcer/punisher?<br>
slide18. Aside… REMEMBER:
Behaviors are reinforced, not people (e.g., “I reinforced him for good sitting” vs. “I reinforced his sitting behavior”)
It is impossible to increase the likelihood of a person occurring in the future
It is possible to increase the likelihood of a behavior occurring in the future<br>
slide19. Group Work Identify Sr (whether the behavior increases) or Sp (whether the behavior decreases) in the following scenarios…<br>
slide20. Sammy flapped his arms in front of the tv. Every time he did this, his therapist turned off the tv. Sammy never flapped his arms again. Look at the arm flapping behavior. Did it increase or decrease?
George peed in his mom’s favorite plants. Out of furry, his mother yelled at him. He never peed in the plants again. Look at his peeing behavior.
Jen’s dog was full of burrs he picked up while romping through the field. He cried until she removed them. Since that day, he has cried whenever he has burrs in his coat. Look at the dog’s crying behavior.<br>
slide21. Little Timmy pointed to the donut shop as he and his mother approached. “Mommy, can we get some donuts?” She slammed on the brakes, wheeled the car into the parking lot, and bought a dozen delicious treats. Several days later they were again passing the donut shop. “Mommy, can we get some donuts? Again, the mother complied. Several weeks and twelve dozen donuts later, Timmy was asking for them daily.
Lucy’s mother held her hand while the dentist drilled away. Whenever Lucy began to cry, her mother would let go of her hand and leave the room. When she stopped crying, mother would return again and hold her hand. As a result, Lucy cried less at the dentist. Determine the behavior in question before you determine increase/decrease, etc.<br>
slide22. Types of Stimulus Change Present or Increase Withdraw or Decrease Effects on Future Frequency of Behavior<br>
slide23. Examples of 3-Term Contingency<br>
slide24. Group Work Use the table on the previous slide to develop other 3-term scenarios for positive and negative reinforcement and punishment:<br>
slide25. Establishing Operations (EO) The “fourth” contingency
Contrive
Capture
An EO determines what an individual wants at any particular moment
EO Antecedent Behavior Consequence
(Motivation) (Sd) (Reinforcement)
EO ------------------- A ------------------------ B ----------------------- C<br>
slide26. Tying It All Together Establishing Operation
(EO)<br>
slide27. Establishing Operations (EO) Any change in the environment that alters the effectiveness of reinforcement
Simultaneously alters the momentary frequency of the behavior that has been followed by that reinforcement
Jack Michael (1982)<br>
slide28. The Significance of EO’s Think of EO’s as the motivational variable
“What’s in it for me?!!”
Create motivation before you begin teaching and you will get better performance out of your student<br>
slide29. Establishing Operations (EO) Discussion:
Give an example of how you would establish an EO?
Should the child have access to the toys at all times?
Why / Why not?
How do you know if something is reinforcing?<br>
slide30. Questions/Comments/Discussion<br>
slide31. References Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education.
Foxx, R. M. (1982). Increasing behaviors of severely retarded and autistic persons ; Decreasing behaviors of severely retarded and autistic persons. Champaign, Ill: Research Press.
Michael J. (1982). Distinguishing between discriminative and motivational functions of stimuli. Journal of the experimental analysis of behavior, 37(1), 149–155.<br>
slide32. Post-Test What is operant behavior?
What is the definition of learning?
Draw the 3-term contingency.
What is the 4th term in the contingency?
What does SD stand for?
What does EO stand for?
What is the definition of punishment?
True or False:
The SD occurs BEFORE the behavior.
The response occurs BEFORE the behavior.
Reinforce the child, not the behavior.<br>