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The Adventures of Bella Bambina
 

The Adventures of Bella Bambina

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    The Adventures of Bella Bambina The Adventures of Bella Bambina Presentation Transcript

    • The Adventures of Bella Bambina
      Bella Saves Dinner
    • One lazy summer day as Bella a cute little Shi Tzu watch her favorite show “The Dog Whisperer” . The phone rang!!
    • Bella!
      Bella!!
      Bella!!
      Bella!!
    • WOAH WOAH!! What's going on Oscar??
      Sorry about that Bella I can get a little loud some times.
    • Haha!! That ok Oscar that happens to me all the time
      So what can I do for you Oscar??
    • Ok, I just met this adorable little golden Shi Tzu.
      Everything was ok until I realized that she had some issues
      Well umm I don’t know if your going to like this but ok, here goes…… BEHAVIOR ISSUES!!
      Hmm.. What type of issues?
      WHAT!! Oh no nono, I will help her!!
    • Tell me exactly what the problem is.
      Ahhh.. Poor little dog. She has no manners. But no worries we will help her behave like a good dog.
      Ok her name is Bridget and she is only two years old. Right before dinner when her human parents set the table. Bridget sneaks up on the table when no one is looking. Then she steal their food.
    • WE?? What do you mean?
      I don’t know anything about behavior training Bella.
      Ok sounds good.
      Hehehehe… ahh I thought you would say that but don’t worry it’s really not that hard. Just watch and learn.
    • Bella ran immediately to her room.
      She looked for her favorite red blanket, which also doubles as a super hero cape!
    • Hello Oscar I’m here.
      I told you I would be fast!
      Of course it’s me silly. I’m super Bella Bambina now!!
      Now shall we?
      Whoa!
      Is that really you??
    • Ok so now that we are here the first thing we must do is simply observe. However we also will take down some baseline data. We will also do what is called a “functional asssesment”
      Baseline data? Functional assesment? Whoa hang on a bit you are going to fast.
    • It’s actually very simple. Here let me explain.
      Baseline:
      • The phase of an experiment or intervention
      • In which the behavior is measured
      • In the absence of an intervention
      Oscar: so what your saying is that we will take data on Bridgets behavior before we start an intervention?
      Bella: Right on!! Your getting this! Ok so next…
      Functional Assessment:
      • An analysis
      • Of the contingencies responsible for
      • Behavioral problems
      Ok so that means that we will observe to see what is maintaining the behavior of jumping on the table. Right?
      Right you are!!
    • Alright. Get ready for it here it comes.
    • Bella and Oscar observed Bridget for a week.
      Ok Oscar, now that we have all the baseline data we need we can analyze what is really going on here. Lets see if there is something reinforcing the behavior
      Reinforcer: A stimulus that increases the frequency of a response it follows
    • Before:
      Behavior:
      After:
      • So we noticed a few things during the baseline stage.
      First lets look at what is maintaining the behavior.
      Reinforcement Contingency:
      • The response-contingent
      • Presentation of
      • A reinforcer
      • Resulting in an increased frequency of that response
      Bridget jumps on the table and eat the food
      Bridget has attention from family
      Bridget has no attention from family
      One of the things we noticed was that during the time that mom was cooking dinner everyone was doing their own thing and poor little Bridget was left alone to watch TV. By jumping on the dinner table she was able to get a nice treat but also the attention of the family.
    • Wow, when you put it that way it’s much easier to understand
      Yes. I know that was called a behavioral contingency
      Cool!!
    • So Bella? Where do we go from now?
      Ok, so now that we know what the problem is and what is causing it we can begin
      Well we need to extinguish the behavior
    • Extinction:
      • Stopping the reinforcement or escape contingency
      • For a previously reinforced response
      • Causes the response frequency to decrease
      Waite! I have question. How well we stop reinforcement if we aren't providing the reinforcing?
      Awesome! your totally getting it. We can’t so we will have to train her.
    • But before we establish a procedure let look more at what is maintaining the behavior
      Before:
      Behavior:
      After:
      Before:
      Behavior:
      After:
      This is a diagram of Bridget’s behavior
      No attention
      Has attention
      Jumps on table
      This is also known as an escape contingency!
      And this is Mom’s behavior
      Mom sees aversive sight of Bridget on table
      Runs pick Bridget up and lectures her
      Mom has no aversive sight of Bridget on the table
    • Hold on what is an escape contingency? And why are we diagraming Mom’s behavior?
      Well remember that mom is responsible for maintaining Bridget's behavior.
      I will show you how the behavior continues to happen! But first escape contingency.
      Escape contingency:
      • The response-contingent
      • Removal of
      • An aversive stimulus
      • Resulting in an increased frequency of that response
    • Before:
      No attention
      Behavior:
      Jumps on table
      After:
      attention
      Before:
      Behavior:
      Pick Bridget up and lectures her
      After:
      No aversive sight of Bridget on the table
      Sick social cycle (victim’s escape model): In escaping the perpetrators aversive behavior the victim unintentionally reinforce that aversive behavior.
      Watch this!!
      Mom sees aversive sight of Bridget on table
      WOW!
      Bridget jump on table
      Mom does not give Bridget attention
      Mom picks Bridget up and gives attention
      Mom doesn’t see aversive sight
    • You see how Mom’s behavior is reinforcing Bridget's behavior?
      Now since we can’t stop Mom’s reinforcing because of the obvious language barrier, we must train Bridget instead.
      Say what??
      Now since we know that a puppy can get sad and lonely sometimes we understand that she just wants attention and love.
      So we will help Bridget find a behavior that is more appropriate and will still get her the attention she craves if not more.
      The good kind of attention 
      Exactly! We will use DRO Differential reinforcement of other behavior.
    • Differential Reinforcement of other behavior:
      Replacing an inappropriate behavior with a specific appropriate behavior producing the same reinforcing outcome
      So we are going to replace jumping on the table with what?
      Gotcha!!
      Hmm.. Take a look at this before we jump so far ahead
      From our baseline data we noticed that Bridge is only doing the behavior when no one is around.
      So lets look at a few more concepts
    • Stimulus Class
      • A set of stimuli
      • All of which have some common physical property
      Concept Training:
      • Reinforcing or punishing a response
      • In the presence of one stimulus class
      • And extinguishing it or
      • Allowing it to recover
      • In the presence of another stimulus class
      Conceptual Stimulus Control:
      • Responding occurs more often in the presence of one stimulus class
      • And less often in the presence of
      • another stimulus class
      • because of concept training
      Whhhaat???
      Yea yea I know it seems like a lot but let focus on the last one the others are just to help you understand Conceptual stimulus control
    • Remember when we discussed how Bridget only jump on the table when dinner was served?
      Ok so the response (jumping on table) happened more often when there was food but not when there were just plates. Also even though she jumps when no one is looking someone is still has to be around to reinforce the behavior. Conceptual stimulus control.
      Ok ok now I'm getting it.
      Yes…
      Ok look at this contingency!
    • SD:
      Food is served and someone is around
      After:
      attention
      Behavior:
      Bridget Jumps on table
      Before:
      No attention
      After:
      No attention
      SΔ:
      Food is served and no one is around
      Discrimintative stimulus:
      • A stimulus in the presence of which
      • A particular response will be reinforced or punished
      S-Delta (SΔ):
      • A stimulus in the presence of which
      • A particular response will not be reinforced or punished
    • Let me see now. I was thinking and since we still want Bridget get attention I was thinking we could have her do a little dance.
      Nah!
      I do it all the time and I always get attention
      A dance wont that be too complicated?
    • Ok let get to it!!
      Part 2
      Training
    • Before:
      No yummy pup corn
      Behavior:
      Hops on two legs
      After:
      Yummy pup-corn
      The terminal behavior:
      • Behavior not in the repertoire or not occurring at the desire rate
      • The goal of intervention
      Ok so here is the plan:
      • Terminal behavior: hopping on two legs
      • Reinforcer: Treats from Bella's home
      Got it!!
    • Before:
      No yummy pup corn
      Behavior:
      Hops on two legs
      After:
      Yummy pup-corn
      Before:
      No pain on shoulder from Oscars bite
      Behavior:
      Jumps on the
      table
      After:
      Pain on shoulder from Oscar bite
      After two weeks of training Bridget was an expert and doing to bunny dance.
      She was getting way more attention that before.
      Not to mention positive!
      Oh yea I forgot to mention that they also involved a punishment contingency at the same time. This was in order to reduce the inappropriate behavior
      Reinforcement
      Punishment
    • So that’s how we saved dinner !!
      Ahhh what a story.
      Thanks you too for all the help I love the new attention I'm getting!!