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Lecture 9

Lecture 9 New Behaviours.docx

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University of Toronto Scarborough
Amanda Uliaszek

Lecture 9: Establishing New Behaviours  What are ways to teach someone a new behaviour/overcome a behavioural deficit? o Guide them  Shaping (rewarding steps, penny and sheldon) o Use successive approximations (steps)  No longer reinforce previous steps o Describe behavioural goal (at the end what you want them to do) o Identify starting response (normal voice not high pitch, where you want to start) o Develop a tentative and flexible plan for steps (stop reinforcing at lower step, shape success) (need to be flexible)  Examples: Tidier Roommate o Behavioural goal: roommate cleans up all of her dishes and her belonging everyday o Picking up any dish or belonging at any time o Steps  Praise/reward at any sign of behavioural target  Praise/reward at any sign of behavioural target when done within one day  Praise/reward when all dishes are cleaned in one day  Praise/reward when all dishes/ belongs are cleaned in one day  Shaping problem behaviours o Receiving reinforcement for a behavioural excess and continuing to utilize that behavior  Example o Stop eating dessert lose 5 lbs o Replace lunch with raw vegetables lose 10lbs o Restrict total calories to 1000/day  lose 10 lbs o Skip breakfast and lunch lose 5 lbs o Restrict total calories to 500/day  lose 10 lbs o Purge dinner lose 5 lbs  Controlling stimuli o Remember antecedents talked about it with respondent conditioning  Occurs before behaviour  Overt: punching wall, observable, phone ringing  Covert: internal, being hungry, feeling, thinking dirty o Examples of behaviours- antecedents?  Eating lunch: feeling hungry (covert), see others eat, time to eat (overt)  Smiling: feeling happy (covert), seeing other smile (overt)  Singing: hearing a song (overt), thinking of song (covert)  Doing homework: saw that hmwk was due (overt), feel bored (covert) o Timing  Immediate: most effective, and powerful  Distant: chosen time to eat lunch due to schedule permitting it, plans for weeks away  Functioning of antecedents: o Motivational Operations: sets stage  MO Behaviour consequence  Can cause you to choose certain behaviours over other  Increases the effectiveness of a particular consequence, which enhances the function of the antecedent  Deprivation as an establishing operation  Discriminative stimuli (phone rings- answer phone) likely to occur o A cue that sets the occasion for a particular behaviour and consequence o
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