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Lecture 15

lecture 15 notes

by OneClass3287 , Winter 2011
5 Pages
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Department
Psychology
Course Code
PSYB45H3
Professor
Zachariah Campbell
Lecture
15

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PSYB45 Lecture 15
Last lecture slides
Waters et al.
oBaseline for the study was using visual schedules
oTwo children who have autism disorders and they engaged in aggressive behaviors
oThe use of visual schedules wasnt effective to get people to stop engaging in
maladaptive behaviors
Eg taking a piece of paper with visual stimuli and bringing it to an area so
child focuses on it
oDid not like going from preferred activity to non-preferred activity
Eg for one child it was playing video games and for another child it was
playing music
oUsed a token system
Access to TV, snacks, etc
oIn baseline instructor backed off every time the child did aggressive behavior
oIn treatment (differential treatment) they stayed with the child even though there
was aggressive behavior (had to protect themselves however)
oAlso gave reinforcement aka treats and praise
Betty studying application
oArrange for a contingency to study for a specific amount of time before engaging
in high-desirable behaviors – Premack Principle
oHave her tell her friends not to talk to her or play games until she has studied in
the evening
oPerhaps have her unplug the TV, hide the remote so she cant watch TV
oIn the very moment this is response effort
If someone hides the remote you’ll go looking for it for a while but after
some time you’ll give up
New slides
www.notesolution.com
PSYB45 Lecture 15
Antecedent control procedures
oAntecedent stimuli are manipulated as variables
oDoing two things at the exact same time
oSocial and automatic reinforcement
oTakes some planning to actually do this
oOne of the three functional nonaversive interventions
Other two would be extinction and differential reinforcement because they
all involve nonaversive reinforcement
oEO is establishing operations
ACP and evoking desirable responses
oDesirable behavior is under the stimulus control of the SD (remember its implicit)
oEg nursing home example
Manipulating SD
Change the seating arrangement so they can talk by going through their
histories and see what their similarities are
Or can sit at a round table so everyone has face time
oEg flossing example
Put the floss somewhere where you are more likely to see it so that you’ll
go engage in the behavior
oEg dont eat enough fruit at home
Put a fruit basket on the dining room table
oEg dont study that well at home
Study at the library
Remove yourself from the environment where there are a lot of other
things for you to do
oEg customer’s children being disruptive
www.notesolution.com

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Description
PSYB45 Lecture 15 Last lecture slides Waters et al. o Baseline for the study was using visual schedules o Two children who have autism disorders and they engaged in aggressive behaviors o The use of visual schedules wasnt effective to get people to stop engaging in maladaptive behaviors Eg taking a piece of paper with visual stimuli and bringing it to an area so child focuses on it o Did not like going from preferred activity to non-preferred activity Eg for one child it was playing video games and for another child it was playing music o Used a token system Access to TV, snacks, etc o In baseline instructor backed off every time the child did aggressive behavior o In treatment (differential treatment) they stayed with the child even though there was aggressive behavior (had to protect themselves however) o Also gave reinforcement aka treats and praise Betty studying application o Arrange for a contingency to study for a specific amount of time before engaging in high-desirable behaviors Premack Principle o Have her tell her friends not to talk to her or play games until she has studied in the evening o Perhaps have her unplug the TV, hide the remote so she cant watch TV o In the very moment this is response effort If someone hides the remote youll go looking for it for a while but after some time youll give up New slides www.notesolution.com
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