Exam 19: Behavioral Chains

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For each of the following questions, provide an example from the book or from your own life. -Total-task presentation-give an example. Describe: \bullet the response classes \bullet the reinforcement contingencies \bullet the presumed reinforcers \bullet the results \bullet any other interesting features of the intervention.

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In the book "Behavior Analysis and Learning" by W. David Pierce and Carl D. Cheney, an example of total-task presentation can be seen in the context of teaching a child with autism to tie their shoes. In this example, the total-task presentation involves teaching the child all the steps of tying their shoes at once, rather than breaking it down into smaller, more manageable tasks. The response classes in this example would include the specific motor movements and cognitive processes involved in tying shoes. The reinforcement contingencies would involve providing praise, attention, or tangible rewards for successfully completing the task. The presumed reinforcers could be the sense of accomplishment, praise from others, or access to a preferred activity. The results of using total-task presentation in this example could be that the child learns to tie their shoes more quickly and efficiently, and gains confidence in their ability to complete the task. An interesting feature of this intervention is that it may be more effective for some individuals with autism who have difficulty with task analysis and sequencing.

Which link would we train first, if we're doing backward chaining?

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Give an example of each of the following concepts (including a few links): -Dual-functioning chained stimuli

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Dual-functioning chained stimuli refer to a type of stimulus that serves two functions in a behavioral chain. In other words, the same stimulus serves as both a discriminative stimulus for one behavior and a reinforcing stimulus for the previous behavior in the chain.

An example of dual-functioning chained stimuli can be seen in the training of a service dog. For instance, when a service dog is being trained to assist a person with a disability, the sound of a doorbell can serve as a discriminative stimulus for the dog to go to the door and open it. Once the dog has successfully opened the door, the act of opening the door itself can serve as a reinforcing stimulus for the previous behavior of going to the door in response to the doorbell.

Here are a few links for further reading on dual-functioning chained stimuli:
1. "Dual-Functioning Chained Stimuli in Behavior Analysis" - This article provides a detailed explanation of dual-functioning chained stimuli and their role in behavior analysis.
2. "Behavior Chain" - This resource explains the concept of behavior chains and how stimuli can be linked in a chain to produce a specific sequence of behaviors.
3. "Service Dog Training" - This website offers information on the training of service dogs and how stimuli are used to shape their behavior in performing specific tasks.

For each of the following questions, provide an example from the book or from your own life. -Backward chaining-give an example. Describe: \bullet the response classes \bullet the reinforcement contingencies \bullet the presumed reinforcers \bullet the results \bullet any other interesting features of the intervention.

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Match the numbers in the boxes to the words that go in those boxes in order to complete the behavior chain in teaching a child with cerebral palsy to walk Match the numbers in the boxes to the words that go in those boxes in order to complete the behavior chain in teaching a child with cerebral palsy to walk    -Leans forward -Leans forward

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Define the following terms: -Total-task presentation

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For each of the following questions, provide an example from the book or from your own life. -Give an example of a non-chained behavioral sequence.

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Define the following terms: -Dual-functioning chained stimuli

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Give an example of each of the following concepts (including a few links): -Forward chaining

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Define the following terms: -Backwards chaining

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Please match the following definitions with the terms below. (Not all of the terms will be used) -___ The antecedent/consequent method

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Fill in the empty boxes for -Diagram a behavioral intervention to teach a child with cerebral palsy to walk Fill in the empty boxes for -Diagram a behavioral intervention to teach a child with cerebral palsy to walk

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  Match the letters in the boxes to the words that go in those boxes in order to complete the behavior chain of Rudolph the Rat in a Skinner Box. -Water Match the letters in the boxes to the words that go in those boxes in order to complete the behavior chain of Rudolph the Rat in a Skinner Box. -Water

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  Match the letters in the boxes to the words that go in those boxes in order to complete the behavior chain of Rudolph the Rat in a Skinner Box. -Pull chain Match the letters in the boxes to the words that go in those boxes in order to complete the behavior chain of Rudolph the Rat in a Skinner Box. -Pull chain

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Match the numbers in the boxes to the words that go in those boxes in order to complete the behavior chain in teaching a child with cerebral palsy to walk Match the numbers in the boxes to the words that go in those boxes in order to complete the behavior chain in teaching a child with cerebral palsy to walk    -Moves foot -Moves foot

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Fill in the Blank -Backward chaining \bullet The establishment of the ________________________link in a behavioral chain, \bullet with the addition of ________________________links \bullet until the ________________________link is acquired.

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Give an example of each of the following concepts (including a few links): -Total-task presentation

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Please match the following definitions with the terms below. (Not all of the terms will be used) -___ Behavioral chain

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For each of the following questions, provide an example from the book or from your own life. -Diagram dual-functioning chained stimuli in the Skinner box.

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Match the numbers in the boxes to the words that go in those boxes in order to complete the behavior chain in teaching a child with cerebral palsy to walk Match the numbers in the boxes to the words that go in those boxes in order to complete the behavior chain in teaching a child with cerebral palsy to walk    -Raise crutch -Raise crutch

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