1.Discuss the differences between establishing and abolishing operations, and explain why you might manipulate these Motivating Operations as part of planned behavior change. Next, explain each type of Differential Reinforcement (DRO/DRI/DRA/DRL), and provide a basic example of how two DR procedures can be used to promote changes in behavior. Finally, discuss how other procedures might be incorporated to support a differential reinforcement approach as part of a behavior reduction component to the plan.
2. First, define stimulus and stimulus class and provide an example that demonstrates your understanding of the concept. Next, define the concept of stimulus control and how stimulus control is established, differentiating between generalization and discrimination of stimuli. Finally, review the scenario about jasmine to examine how you would use response and stimulus prompt fading to transfer stimulus control to a more relevant stimulus, including the application of differential reinforcement, as part of a maintenance plan for a target behavior.
Script Scenario: Jasmine Jasmine is learning to write her first name on top of her worksheets at school. Currently, her teacher provides her with the SD to “Write your name” when she hands Jasmine her worksheet. Currently, Jasmine’s name is already written in the space for her to trace. The goal is for Jasmine to write her name independently upon having a worksheet placed on her desk.
3.First, discuss the basic concept of Verbal Behavior as an operant paradigm. Next, discuss each of the elementary verbal operants, categorizing them according to their properties of point-to-point correspondence, formal similarity, and appropriate reinforcement according to each operant’s specific function. Finally, provide a unique example of each verbal operant to demonstrate your understanding of how each is applied to the development of language.
4. Discuss the concept of Derived Stimulus Relations as it applies to the development of language and cognition. Explain the similarities and differences of how derived stimulus relations and verbal behavior contribute to the development of an individual’s language and cognition. Finally, identify the three parts of stimulus equivalence, and explain how each part applies to the development of derived stimulus relations in language.
