Conditioning novel block design construction

Conditioning novel block design construction

Conditioning Novel Behavior in Porpoises

Behavioral Interpretation Behavioral Interpretation of Memoryof Memory

David C. PalmerDavid C. Palmer

Experimental analysis vs. Experimental analysis vs. InterpretationInterpretation

Experimental analysisExperimental analysisManipulation of independent Manipulation of independent variables and study effect on DVvariables and study effect on DV

InterpretationInterpretationExplaining a phenomenon using Explaining a phenomenon using known principlesknown principlesHelpful in complex arrangements Helpful in complex arrangements that may be impossible to analyzethat may be impossible to analyze

Memory?Memory?

Storage metaphorStorage metaphorTraditional theories of memory appeal to Traditional theories of memory appeal to experiences stored in experiences stored in ““memory banksmemory banks””, etc., etc.Then, we recall a memory by retrieving the Then, we recall a memory by retrieving the experience from our experience from our ““memorymemory””Memories are sometimes stored as Memories are sometimes stored as ““copiescopies””

Memory?Memory? Behavioral viewBehavioral view

Memory is a behavioral phenomenonMemory is a behavioral phenomenonMemories are stimulus control relations that Memories are stimulus control relations that survive across timesurvive across timeFor example, child learns to name For example, child learns to name ““pencilpencil””: : is then able to name it the next dayis then able to name it the next dayForgetting therefore is the weakening of a Forgetting therefore is the weakening of a behavioral relation over timebehavioral relation over time

Memory?Memory? Another angle: The behavior of Another angle: The behavior of

“remembering” may also be a result of “remembering” may also be a result of problem solvingproblem solving

Problem:Problem:Responses are in the repertoireResponses are in the repertoireSDs are present that signal reinforcement is SDs are present that signal reinforcement is forthcoming and EO is present forthcoming and EO is present The response is not under direct control of The response is not under direct control of current stimulicurrent stimuli

Memory?Memory?Example: What did you have for Example: What did you have for

breakfast yesterday?breakfast yesterday?““PancakesPancakes”” is in the repertoire as a tact is in the repertoire as a tact Reinforcement is scheduled for the answerReinforcement is scheduled for the answer But, But, ““pancakespancakes”” has not been conditioned has not been conditioned directly to directly to ““What did you have for breakfast What did you have for breakfast yesterdayyesterday”” – – not an intraverbalnot an intraverbal To emit the response, two elements must To emit the response, two elements must obtain: 1) Person must get supplementary obtain: 1) Person must get supplementary stimuli to evoke response, and 2) must stimuli to evoke response, and 2) must recognize it as correctrecognize it as correct

Memory?Memory? Exploratory VB – self probesExploratory VB – self probes

““What did I do yesterday? Hmm… got up, What did I do yesterday? Hmm… got up, took a shower, and then… oh yes, I made took a shower, and then… oh yes, I made some cerealsome cereal

Conditioned seeingConditioned seeingAssume that perceptual behavior (seeing) is Assume that perceptual behavior (seeing) is conditioned as we emit it and can be evoked conditioned as we emit it and can be evoked by accompanying stimuliby accompanying stimuliThat is, we may That is, we may ““seesee”” ourselves coming out ourselves coming out of the shower, going to the kitchen, and of the shower, going to the kitchen, and getting the cerealgetting the cereal

Memory?Memory? Conditioned seeing (contConditioned seeing (cont’’d)d)

Note that conditioned seeing is evoked by Note that conditioned seeing is evoked by current stimuli that may be associated with current stimuli that may be associated with the seeing – “Now what did I do this AM…” the seeing – “Now what did I do this AM…” WeWe““seesee”” the kitchen and some of the stimuli the kitchen and some of the stimuli that were presentthat were present

How do we recognize that it is correct?How do we recognize that it is correct?We may respond to its strength: We may respond to its strength: ““I am sure I am sure that I had cerealthat I had cereal””The conditioned seeing may evoke other The conditioned seeing may evoke other vivid conditioned seeing that is strong to vivid conditioned seeing that is strong to confirmconfirm

Memory?Memory?

Main point: to remember is to Main point: to remember is to provide supplementary stimuli to provide supplementary stimuli to yourself using exploratory VB and yourself using exploratory VB and conditioned seeingconditioned seeing

EndEnd

Comps (Faux)Comps (Faux)

• You are discussing a case with a VE teacher who is taking her first course in the ABA sequence at FIT. The issue at hand is a kid’s tantrums. The teacher explains the tantrums in the following way: “He is having these tantrums because of frustration.”

• What kind of faulty explanation is this?• Please describe the feedback that you

would provide to her.

You decide to work on the case described above. The descriptive analysis information suggests that the tantrums occur because in the past, such behavior has been followed by attention. Design an FA that would test this hypothesis.

Critique the following:

“The data shows that the behavior has improved quite dramatically.”

• You have a client who is taking Valium for anxiety. The mother has decided that the drug causes too much sedation, and immediately terminates the drug administration.

• What are the main effects of drug?• Withdrawal syndrome?• Possible risk events?• How does Valium work?

• Memory• EO• Conditioned seeing• Problem• Emotion• Meaning• Anxiety• Self control (Skinner)• Rate• Epigentics• Punctuated equilibrium• Pairwise FA• Diphtheria• 3 levels of selection

• Personality trait• “I wanna be sedated…”• ½ life of drug• DOE• FCN• Extinction• COD• Self control (Lab)• Conc superstition• RTE• Spontaneous recovery• Functional equivalence• Operant• Most to least

Uh Oh…

“Behaviorists Think That We Don’t Have Emotion! Bad Behaviorists!”

End of Faux Comps #1

Comps (Faux) #2

“Behaviorists Don’t Deal with Thinking!”

• You are working with a teacher who is teaching the letters of the alphabet. She is using cards with the letter and a picture of an item that if spelled out, would start with the letter in question. For example, the “A” card has an apple on it, the “B” card has a bat on it, etc. The kids are responding well to each card. The teacher asks you one day “Hey I wonder if the kids are attending to the letter or the picture of each card?”

• First, explain to her what “attention” means. • Then, design an experiment that will answer

her question. • Finally, what EAB study provides the basis for

your experiment?

“Behaviorists Don’t Consider Feelings!”

• You are working with a 40 year old male who exhibits aggression and property destruction. There is a behavior program in place to address the behaviors, and there is a full complement of medications. One of the meds is Risperdol.

• What class is the drug?• You are discussing the med with staff, and

wish to alert them about possible side effects. What are these?

• What NT is involved?

• You design a Tx package that involves a DRI schedule in which attention is delivered for staying on task for a period of time (e.g., 5 minutes).

• How is the DRI interval set?• Set up an experiment that would show

the Tx is effective• Set up an experiment that disentangles

the attention from the contingency between staying on task and attention

• PR 50• Reversal design• Projection• Formal probe• Dependent variable• Verbal summator• Punishment contrast• Conditioned suppression• Creativity source• Projective tests• Operant seeing• Wit• Exact count IOA• Behavior momentum

• Emotional operations• Taste aversion• AO• Tact private events• Inductive reasoning• Values• Correlational study• 4 humours• Measure: following directions• Positive contrast• IRT• Constructional approach• Resp extinction• Time delay prompt fading

Uh Oh…

End Faux Comps #2

Comps (Faux) #3

IOA vs Accuracy

Critique the following:

“The criteria for the experiment was changed, and it was modified by the experimenter.”

Elements of program organized by function…

Critique the following:

“The experimenter re-designed the study quickly, and then began anew.”

Case #1: There is a case on which you are consulting. The client is a 25 year old female who frequently throws items in the house. The have been many functional analyses of the behavior over the years, but there are no conclusive results. However, one hypothesis is that the behavior produces automatic reinforcement in the form of the sight/sound of the item hitting the floor. Design an FA to test this hypothesis. Do not try and separate the effects of the sight vs the sound of the item hitting the floor. Only test whether or not that event, the sight/sound of the item hitting the floor, is maintaining the behavior.

Explanations:You are working on a case with another graduate student in ABA. A particularly difficult situation is being discussed, and the behavior involves some elopement. Your friend explains the behavior with statements such as this: “She is running away to get some PVC pipes that her neighbor has in his garage.” Critique this explanation of behavior, and offer an alternative explanation.

Critique the following:The data were graphed by the behavior analyst very precisely.

Factors that influence RTE

• Pattern in FR 50• FI 1’• Holz & Azrin view of pun• Conditioned suppression• Hold responsible• Drug as EO• 3 levels of selection• When we give credit• 4 facts about drugs• Draw negative contrast• “…I’m in need of some

restraint…”• Mean count per interval IOA• Drug as a positive reinf

• Rights• Reinforcement trap• Brief FA• Drug as AO• Behavioral view of drug abuse• Conc FR 50 VI 1’• Pairwise FA• Resurgence• 3 characteristics of graphed

data• Relationship• Multiple probe• Endorphin theory of SIB• Siegel morphine tolerance• We feel free when…

Yikes…

The End

Comps (Faux) #4

Case #1You are working in a vocational training center with several staff who are charged with implementing a behavior program. You are interested in treatment fidelity (or integrity). You have a procedure that you think will improve fidelity that involves feedback and incentives. Design an experiment that will test the efficacy of the treatment on Tx fidelity.

Real life respondent conditioning:Diagram an example of respondent conditioning using the relevant terms.

“Why do people get depressed?”

Case #2: There is a case on which you are consulting. The client is a 25 year old female who frequently throws items in the house. The have been many functional analyses of the behavior over the years, but there are no conclusive results. However, one hypothesis is that the behavior produces automatic reinforcement in the form of the sight/sound of the item hitting the floor. Design an FA to test this hypothesis. Do not try and separate the effects of the sight vs the sound of the item hitting the floor. Only test whether or not that event, the sight/sound of the item hitting the floor, is maintaining the behavior.

“Behavior analysts don’t believe in freedom”

• NCR mechanism of effect• Diff between neg pun & ext• Diff between EO and SD• 2 repertoires in problem• Program generalization• DRH x 2• Concept formation• Adjusting ratio• Escape/avoid hierarchy• 3 characteristics of behavior• Sequence analysis• Independent group• Behavioral analyst• SDP

• Reification

• Intrinsic motivation• Anger• Repression• Encourage maintenance• Back chaining• MSWO• PSI• Momentary DRO• Interdependent group • DRL x 2• Reactivity• Systematic replication• Trigger analysis• Nominal fallacy• Divided attention

I knew this would happen…

Design a reinforcer assessment of attention from parent

One of the key concepts in behavior analysis is the operant. Do the following:

• Give an example of an operant using all 4 terms.• Give an example of a given response that belongs

to more than one operant.

Sensory defensiveness

“Behavior analysts deny the existence of the mind”

“Behavior analysts can’t explain creative achievements”

The End

Comps (Faux) #5

You are collecting rate data on a problem behavior (e.g., aggression), and a 2nd observer is also collecting data. Demonstrate (draw the bins, etc) the mean count-per-interval method to compute the IOA. You don’t have to use a large number of intervals, as 5 will suffice.

You are in a discussion of reinforcement. The discussant informs you that the use of artificial reinforcers is ill-advised. Indeed, he argues that reinforcers devalue intrinsic motivation. Your response to this is…

Behaviorists are all wrong. Their data and procedures are based on studying rats and pigeons, for goodness sake!

Mand training:Therapist holds up a food item and asks “What do you want?”

• Relationship• Coercion• Tan FT 3’ DRO 1’• Celeration• Latency• Competency based training• Within subject yoking• Transitivity• Task interspersal• Superstitious behavior• Spatial fading• Delayed prompts• Lab example of self control• Response differentiation• Modeling

• Mix FR 50 FI 2’• Pyramid model of training• Staff training: Procedures• Counter control• 2 targets of monitoring• How to get maintenance• VT• Between subject yoking• Reflexivity• Metaphor• Stimulus generalization• Simultaneous prompts• Shadowing• Schedule induced behavior• Ratio strain

Ready, set, go…

The End

Comps (Faux) #6

Social Validity

Group contingencies

• Incidental teaching• Atypical anti-pychotics• W/D from alcohol• Pattern of FI• Teach point to A vs B

errorlessly• Differential reinforcement• Behavioral momentum• Functional goals• WIR• Response class co-variation• Intermingle of contingencies

of reinf and survival• Operant seeing

• Chain FR 50 FR 100• Agonist• General case analysis• MDRO• DRH x2• Direct instruction• Contingent effort• Informed consent• Fair pair• Celeration computation• PIR IOA• Permanent product• Analysis vs interpretation• Conditioned seeing

Ready, set, go…

Treatment of self stimulatory behavior

Behavioral interpretation of memory

Assessment of high intensity problem behavior

Techniques of governmental control

The End

Chapter 19: ThinkingChapter 19: Thinking

Advantages of VB:

Extends senses of listener

Extends action possibilities of speaker

Chapter 19: ThinkingChapter 19: ThinkingA full account of VB must include “covert verbal behavior”:

Covert VB is involved in problem solving, thinking, etc.

Why is VB sometimes covert?

May avoid punishment

Less effort

Controlling variables may be weak

Chapter 19: ThinkingChapter 19: ThinkingThinking:

Is behavior!

Can be overt or covert

Involves speaking and listening by the same person

Is behavior that produces its own reinforcement

Chapter 19: ThinkingChapter 19: Thinking

Example:

Someone tells you that your client is having some major tantrums. You observe the tantrums and engage in some thinking.

Chapter 19: ThinkingChapter 19: Thinking

Visualize the tantrums, the antecedents, and consequences that you just saw.

Tacts of what you are seeing: “hmm, the kid was in task…and the therapist put him in timeout…”

Chapter 19: ThinkingChapter 19: Thinking

Intraverbals arise from tacts: “Now if he is in timeout, maybe that is reinforcing tantrums”

The intraverbals evoke visualizations of previous cases of tantrums in task in which escape extinction was used

Chapter 19: ThinkingChapter 19: ThinkingYou ask yourself out loud: “Hey, is there any other evidence of tantrums that escape tasks with this kid?”

You respond with: “Yep, I saw a couple in his classroom”

These behaviors end with “These tantrums produce escape!”

Chapter 19: ThinkingChapter 19: ThinkingMain point: Thinking is behavior and has NO special properties that set it apart from other behavior.