Chapter 17 handout

Chapter 17 handout - Today’s Objectives Today’s Any...

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Unformatted text preview: Today’s Objectives Today’s Any questions? Chapters 17: Rule Governed and Verbal Behavior – – – – – – Indirect acting contingencies Responding to contingencies more than 30 seconds away Examples Why rules are important How they work Verbal Behavior Types of verbal behavior Why it matters Application: autism treatments Rule governed behavior Rule How is it that we respond to consequences How that are more than 30 seconds away? that Rules: a description of the three-term Rules: contingency contingency – Functions as a SD – Can be explicit: “If you tou h your sister again, Can you will go to your room you – Can be implied: School zone sign – Implies the Can rule If you go fast here, you will get a ticket. rule Examples Examples Exercising Studying Eating well Taking vitamins Wearing a seatbelt (most of the time) Going to work Watering plants Rules are important because… Rules Rapid behavior change Rapid Delayed consequences Thin schedules of reinforcement With very severe consequences – Ex: going to jail Why do we follow rules? Why • • • Paired with direct acting contingencies Self reinforcement Reinforcement Histories When we don’t follow rules… When Vague description of the behavior Improbable consequences Improbable Small but cumulative effects No Deadline So… So… It isn’t that consequences are DELAYED It that causes difficulty – it is that delayed consequences are often improbable, have small but cumulative effects that have no deadline. deadline. Verbal Behavior Verbal B. F. Skinner Related to rule governed behavior Defined: Behavior that is reinforced through Defined: the meditation of another person’s behavior the Verbal behavior is not always vocal Vocal behavior is not always verbal Types of Verbal Behavior Types Mand: Verbal behavior with the response Mand: form determined by what the speaker whats from the listener (determined by the MO) from - Ex : She says “Pen” (saying it in a Ex demanding way), student gives her the pen demanding Tact: Verbal behavior with the response Tact: form controlled primarily by an immediately prior non verbal stimulus (SD) prior – “Pen?”… (same as above).. But it is labeling it “Traditional” (i.e non behavioral) language Traditional” training training – Train in the tact first, and then assume that Train transfer to different verbal operants will occur transfer Doesn’t typically happen with DD populations Doesn’t although with “normal kids it does although With autismtic kids, you often have to teach the With different functional relations seperately different Language training with autism – Both “receptive’ and “expressive” language – Behavior of reacting appropriately to the verbal Behavior Steps in training verbal behavior Steps Train the mand Allows the child to control the delivery of reinforcers Train the intraverbal – Allows the individual to react to another persons vernal Allows behavior quickly and appropriately behavior Don’t worry about grammar training – Will come later due to automatic reinforcement when Will language sounds similar to other individuals language Train verbal behavior under the control of private Train stimuli stimuli To mainstream or not? Wrap-up Wrap-up Questions/thoughts/comments? Next Time: Chapter 10 ...
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This note was uploaded on 05/29/2011 for the course PSY 310 taught by Professor . during the Spring '11 term at Grand Valley State.

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