Task List 5 Review - Learningbehavioranalysis
Task List 5 Review Session 4: Concepts and Principles Part 3
LearningBehaviorAnalysis.com LearningBehaviorAnalysis.com was created in the early days of the COVID-19 lockdown in response to a lack of freely available, layperson resources to understand foundational concepts in ABA. The site (currently still a work in progress) aims to cover the entire 5th Edition Task List, with examples from everyday life, clinical practice, and supervision. Everything on the site was written and reviewed by behavior analysts.
LearningBehaviorAnalysis.com All the study resources on the site are free, and always will be. The overarching assumptions that went into this project are that our science matters because people matter (not the other way around), and that our field needs a multitude of voices and perspectives in order to grow in a sustainable and ethical direction.
Who are we? Clelia Sigaud, PsyD, BCBA School Psychologist Board Certified Behavior Analyst Creator of LearningBehaviorAnalysis.com Fan of severe behavior interventions, frozen raisins, and all manner of things not under the dome of the standard distribution. Patrick Jecmen, MS, BCBA Board Certified Behavior Analyst Special Educator Contributor to LearningBehaviorAnalysis.com Fan of learning new things, good food, good music, good people, and the Oxford comma.
HERE’S THE PLAN We’ll define each of these items, give examples, and provide opportunities to demonstrate understanding. (You won’t have to talk.) 5th Edition Task List: B13- Define and provide examples of rule-governed and contingency-shaped behavior. B14- Define and provide examples of the verbal operants. B15- Define and provide examples of derived stimulus relations.
B13: Define and provide examples of rule-governed and contingency-shaped behavior. www.learningbehavioranalysis.com
Definitions Rule governed behavior: behavior controlled by a rule; enables human behavior to come under the indirect control of temporally remote or improbable, but potentially significant consequences. Contingency shaped behavior: behavior acquired by direct experience with contingencies. Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education. www.learningbehavioranalysis.com
Layperson Language Rule-governed behavior: behavior that is under the control of a verbally mediated rule; behavior insensitive to immediate contingencies. Contingency-shaped behavior: behavior selected by direct consequences. www.learningbehavioranalysis.com
Examples Rule governed bx An individual diagnosed with an eating disorder engages in many behaviors under the control of a set of weight-related rules, such as “If I gain 5 pounds, no one will want me anymore.” This behavior continues despite numerous direct contingencies aligned to incentivize eating behavior. www.learningbehavioranalysis.com Contingency shaped bx A patient in an inpatient setting tried to elope from the unit. When they reached the door and attempted to open it, a loud alarm went off. It was very aversive, and functioned as a punisher for touching the door.
Example.DIY government! careful. “Rule governed behavior” is NOT the same as “direction following” or “compliance.” Engaging in rule governed behavior is not the same as being a “rule follower” or someone who usually does what they are told. It’s about the immediacy of the contingency that controls the behavior. www.learningbehavioranalysis.com
Verbally mediated rules are awesome.and terrible Verbally mediated (rule governed) behavior is super useful! Verbally mediated (rule governed) behavior is the worst! Humans don't generally need to experience things in order to arrange their behavior as if it were true. Humans can get in all kinds of trouble by arranging their behavior according to rules that may not be helpful. “You would feel horrible guilt for the rest of your life if you murdered someone.” “Not doing an FA is unethical.” “If you don’t turn in your assignments, you will get a zero.” www.learningbehavioranalysis.com “Disciplined people work out when planned, no matter WHAT.”
B14: Define and provide examples of the verbal operants. www.learningbehavioranalysis.com
“On a traditional view, words are the fundamental units of verbal behavior. They are independent, autonomous things that symbolically represent or refer to other independent, autonomous things, often in some other dimension. Ascertaining what those other things are constitutes determining the meaning of a word. On a behavior-analytic view, verbal behavior is ongoing, functional operant activity occasioned by antecedent factors and reinforced by its consequences, particularly consequences that are mediated by other members of the same verbal community. Functional relations rather than structure select the response unit.” - Moore (emphasis added) Moore J. (2000). Words are not things. The Analysis of verbal behavior, 17, 143–160. https://doi.org/10.1007/BF03392961 www.learningbehavioranalysis.com
Remember: we are concerned with how behavior impacts the environment, not its linguistic or semantic structure Example: some requests (mands) sound like statements. These are called disguised mands. www.learningbehavioranalysis.com
To speak of language as a thing by itself, as living a life of its own, as growing to maturity, producing offspring, and dying away, is sheer mythology; and though we cannot help using metaphorical expressions, we should always be on our guard against being carried away by the very words which we are using. (p. 51) Language has no independent substantial existence. Language exists in man, it lives in being spoken, it dies with each word that is pronounced, and is no longer heard. (p. 58) -Max Mueller de Lourdes R da F Passos, M. (2012). B. F. Skinner: the writer and his definition of verbal behavior. The Behavior analyst. 47/. www.learningbehavioranalysis.com
Let’s talk about multiple control. The verbal operants are broken down into neat categories so that we can more easily understand them individually. It helps to start here in order to better understand the complex “web” of human behavior in our day-to-day. “Readers sometimes fail to recognize that pure forms of the respective verbal operants are rare outside the laboratory or instructional contexts, and a common preoccupation of students is to try to classify utterances as one or another verbal operant on the assumption that the example must be exclusively one type. Perhaps more importantly, if one fails to consider multiple control, one's interpretations of verbal behavior are likely to be conspicuously inadequate.” - Michael, Palmer, and Sundberg Two facts emerge from our survey of the basic functional relations in verbal behavior: (1) the strength of a single response may be, and usually is, a function of more than one variable and (2) a single variable usually affects more than one response. (p. 227) - Skinner Michael, J., Palmer, D. C., & Sundberg, M. L. (2011). The multiple control of verbal behavior. The Analysis of verbal behavior, 27(1), 3–22. https://doi.org/10.1007/BF03393089 www.learningbehavioranalysis.com Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.
“For practical purposes, we may be able to ignore the complexity of controlling relationships by making one contingency dominant, either by establishing powerful reinforcers, by simplifying the context, or by manipulating the salience of relevant stimuli. Such simplifications are often necessary in applied settings, but unless acknowledged as such, they invite the charge that behavior analysis is impoverished, that it supposes that complex behavior can be viewed as a concatenation of discrete responses, each evoked by a single antecedent.” - Michael, Palmer, and Sundberg (emphasis added) Michael, J., Palmer, D. C., & Sundberg, M. L. (2011). The multiple control of verbal behavior. The Analysis of verbal behavior, 27(1), 3–22. https://doi.org/10.1007/BF03393089 www.learningbehavioranalysis.com
One note real quick. We are not providing a comprehensive list of verbal operants today. (Not even close!) For example, there are verbal operants that have to do with reading, writing, and requiting others’ mands. Please think of today as an introduction to the most important verbal operants, as listed on the Task List. www.learningbehavioranalysis.com
Echoics Definition: a type of duplic verbal behavior in which the form of a vocal response is under the functional control of an auditory verbal SD that has formal similarity between the stimulus and the response product, and has a history of generalized reinforcement. Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education. www.learningbehavioranalysis.com
Layperson Language Echoic: A type of verbal behavior that occurs when the speaker repeats the word of another speaker. www.learningbehavioranalysis.com
Example Echoic You meet someone new at a party. As you shake hands, they say their name. You immediately repeat their name. ? www.learningbehavioranalysis.com The ability to echo words and sounds is an essential aspect of learning to speak and produce a full range of sounds and words. Toddlers begin to expand their verbal behavior by first repeating words they hear from adults and other caregivers.
Mands Definition: a type of verbal behavior in which the form of a response (words, signs, gestures, picture exchanges, etc.) are under the control of a motivating operation and a specific history of reinforcement. Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education. www.learningbehavioranalysis.com
Layperson Language Mand: a type of verbal operant in which the speaker specifies what they need or want. www.learningbehavioranalysis.com
Example Mand: A client is experiencing hunger. She has a history of receiving food from staff members in her group home when she asks. The client goes to her picture icon book, locates the “I want” and “pretzels” icons, arranges them on the sentence strip, and finds a staff member to hand it to. www.learningbehavioranalysis.com Human beings communicate their wants and needs through the process of manding. People of any age who have difficulty with requesting in an appropriate, understandable way can benefit from intervention designed to help them learn to do so.
Tacts Definition: a type of verbal behavior in which the form of a response is under the functional control of a non-verbal discriminative stimulus (SD) and a history of conditioned reinforcement. Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education. www.learningbehavioranalysis.com
Layperson language Tacts: A type of verbal operant which the speaker names things and actions that the speaker has direct contact with through any of their senses (e.g., see, feel, smell, touch). Tacts are essentially labels. www.learningbehavioranalysis.com
Example Tacts You smell baked goods as you walk down your street. You say to yourself, “Wow, it smells like blueberry pie!” ? www.learningbehavioranalysis.com We use tacting skills to communicate about our public (outside the skin) and private (inside the skin) environment frequently. As a clinical target, tacting skills should be approached with caution. Tacting programs help very young individuals working towards average language functioning to develop rich repertoires. For individuals with are older and have limited communicative repertoires, it may make sense to focus on manding as much as possible, and teach skills in a meaningful way first.
www.learningbehavioranalysis.com
Intraverbals Definition: a type of verbal behavior in which the form of the response is under the functional control of a verbal SD that does not have point-to-point correspondence with the verbal stimulus. There is also a relevant history of generalized reinforcement involved. www.learningbehavioranalysis.com
Layperson language Intraverbals: A type of verbal operant which is under the control of someone else’s verbal behavior. www.learningbehavioranalysis.com
Examples Intraverbals Your supervisor asks you “What does the A stand for in the three-term contingency?” You respond, “Antecedent”. www.learningbehavioranalysis.com Our communicative repertoires would be pretty narrow if we didn’t have a way to respond linguistically based on other people’s language!
Pure vs. Impure Operants Echoics.a special case? Pure Mand A mand solely controlled by the MO. Pure Tact Impure Mand A tact controlled by the solely by the relevant SD. A mand controlled by additional stimuli to the MO. Impure Tact A tact controlled by additional stimuli to the SD. www.learningbehavioranalysis.com Pure Intraverbal An intraverbal controlled by others’ verbal behavior. Impure Intraverbal An intraverbal controlled by additional stimuli to another’s verbal behavior.
Examples Pure vs. Impure Operants Pure Echoic? Pure Mand Deprivation of food evokes a mand. Impure Mand A parent asks a child, “What do you want?” prior to the child saying “cookie”. www.learningbehavioranalysis.com Pure Tact A child says “truck” at the sight of a toy truck. Impure Tact A teacher says, “What is this?” while holding a pencil and a student says “pencil”. Pure Intraverbal An intraverbal controlled by other’s verbal behavior. Impure Intraverbal An intraverbal controlled by additional stimuli to another’s verbal behavior.
Transferring Stimulus Control Definition: when a response previously evoked by a stimulus (SD) comes under the control of a new stimulus. www.learningbehavioranalysis.com
Transferring Stimulus Control Clinically, “transfer trials” can be used to transfer control of a verbal response from one stimulus to another, changing it to a different verbal operant. For example, you can use echoic to tact transfer trials to expand a tacting repertoire. In essence, transfer trials are a way to utilize an individual’s current strengths and repertoire to generate new skills (e.g. going from saying “cup” as an echoic to saying “cup” as a mand). www.learningbehavioranalysis.com
“[.] once emitted, a response originally under formal [echoic] control can be followed by important consequences and come under control of other relevant stimuli. Ali Baba acquired the response “Open, Sesame!” as a covert echoic, but when he uttered the command at the den of the 40 thieves, the cave door opened, and mand control was strengthened. Thus, an elementary echoic repertoire, like other behavior under formal control, permits critical variations in behavior to occur on a single trial, therefore bypassing the long process of shaping target responses by the reinforcement of successive approximations.” - Michael, Palmer, and Sundberg (emphasis added) Michael, J., Palmer, D. C., & Sundberg, M. L. (2011). The multiple control of verbal behavior. The Analysis of verbal behavior, 27(1), 3–22. https://doi.org/10.1007/BF03393089 www.learningbehavioranalysis.com
B15: Define and provide examples of derived stimulus relations. www.learningbehavioranalysis.com
Definition Derived stimulus relations: responding indicating a relation (e.g. same as, opposite, different from, better than) between two or more stimuli that emerges as an indirect function of related instruction or experience. Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education. www.learningbehavioranalysis.com
Layperson Language A relation between two or more stimuli that is not directly trained and not based on physical properties of the stimuli. Both symmetry and transitivity are examples of derived stimulus relations. www.learningbehavioranalysis.com
Example Derived relations A client is taught to read, and makes connections between the written word TRUCK and a real physical truck without having been directly taught this connection. Relations were derived between A and C through the following learning: written word (A) spoken word (B) and spoken word (B) physical object (C). www.learningbehavioranalysis.com Derived stimulus relations can be used to teach complex verbal behavior as well as treat emotional and behavior problems.
Once we understand rule governed behavior and derived relations, we can begin to see how mental health challenges, such as anxiety and depression, can be conceptualized behavior analytically. For example, rules can result in things being “present” in the environment internally (e.g. “danger”), and impact our behavior, even if the external environment is designed to demonstrate the opposite (e.g. “safety”). Anything can remind us of something else the relation does not have to be directly taught by a direct contingency. For example, a beautiful peaceful sunset might remind us of the opposite (e.g. violence and ugliness). www.learningbehavioranalysis.com
Good luck! We hope today’s overview was useful, and we wish you the best in your studying! For more (free) information on ABA, please go to LearningBehaviorAnalysis.com To connect with us, please use the Contact Me page (goes to Clelia) or email directly. Clelia cleliasigaud@gmail.com Patrick prjecmen@gmail.com
Rule-governed behavior: behavior that is under the control of a verbally mediated rule; behavior insensitive to immediate contingencies. Contingency-shaped behavior: behavior selected by direct consequences. www.learningbehavioranalysis.com ExamplesContingency shaped bx A patient in an inpatient setting tried to elope from the unit.
Registration Data Fusion Intelligent Controller Task 1.1 Task 1.3 Task 1.4 Task 1.5 Task 1.6 Task 1.2 Task 1.7 Data Fusion Function System Network DFRG Registration Task 14.1 Task 14.2 Task 14.3 Task 14.4 Task 14.5 Task 14.6 Task 14.7 . – vehicles, watercraft, aircraft, people, bats
WORKED EXAMPLES Task 1: Sum of the digits Task 2: Decimal number line Task 3: Rounding money Task 4: Rounding puzzles Task 5: Negatives on a number line Task 6: Number sequences Task 7: More, less, equal Task 8: Four number sentences Task 9: Subtraction number sentences Task 10: Missing digits addition Task 11: Missing digits subtraction
1 In the Task tab, click the Gantt Chart button to select the Gantt Chart view. This view contains the Task Mode column. 2 Select the task mode from the drop-down list for the task. 3 Hover the pointer over the Task Mode icon to review the task mode. 4 Click the Task Mode drop-down list to change the task mode back to Manually Scheduled.
Task 3C: Long writing task: Composition Description 25 A description of your favourite place Task 4A: Short writing task: Proofreading and editing 26 Task 4B: Short writing task: Planning 28 Task 4C: Long writing task: Composition Recount 30 The most memorable day of your life Summer term: Task 5A: Short writing
Task Updates: Right now, each team has a flow running every hour to check for updates and update the tasks list excel Manual Task Creation: Runs when Task is created manually in planner, removes task content and sends email to the creator to use forms for task creation Task Completion: Runs when task is completed to update
Scope Transfer SAP_BW4_TRANSFER_INPLACE Task list to transfer BW objects to be compatible to SAP BW/4HANA Post Conversion SAP_BW4_AFTER_CONVERSION Task list for activities to be performed in SAP BW/4HANA system after conversion 1.2 Remote Conversion Phase Task List Description Installation SAP_BW4_SETUP_SIMPLE Task list for the initial
Nov 29, 2016 · Starting A New Committee, Task Force or Work Group. Once the recommendations of the task force have been received, the task force is foregone. RTC task forces include: Advising Policy Task Force Program Revisions Task Force . NOTE: In the future, work groups and task forces should u
Studying the Korean language is even more challenging and fascinating than studying other languages. Korea has an ancient culture. Over the centuries, it has— amazingly—been able to mix all the influences coming from Central Asia, the Steppes, Manchuria, China, Japan, and the West into a beautiful, brilliant, and unique new culture. This cultural richness has affected the Korean language .
