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BEHV5250.013 Yusuke Hayashi Examples of Rule-Governed Behavior.

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Presentation on theme: "BEHV5250.013 Yusuke Hayashi Examples of Rule-Governed Behavior."— Presentation transcript:

1 BEHV Yusuke Hayashi Examples of Rule-Governed Behavior

2 When the subject is the third person and a singular form, put s on the verb.When the subject is the third person and a singular form, put s on the verb. In an interrogative sentence, write ? at the end of the sentence.In an interrogative sentence, write ? at the end of the sentence. If a shape is a square, all the angles are 90 degrees.If a shape is a square, all the angles are 90 degrees. To calculate the area of a rectangular, multiply the base by the height.To calculate the area of a rectangular, multiply the base by the height. 4 Rule-Governed Behv. (Academic Skills)

3 PrinciplePrinciple In an interrogative sentence, write ? at the end of the sentence.In an interrogative sentence, write ? at the end of the sentence. Conceptual componentsConceptual components 1. Writing (Including ?) 2. Interrogative Sentence 3. End Principles & Conceptual Components (Academic Skills)

4 Critical AttributeCritical Attribute 1. Interrogative Sentence 2. Write 3. ? 4. End Critical/Variable Attributes (Academic Skills) Variable AttributeVariable Attribute 1. Place a) Home, b) School 2. Sentence length a) Long, b) Short 3. Instrument a) Pencil, b) Pen, c) Marker 4. Paper a) White, b) Non-white

5 PrototypePrototype At school, I wrote ? at the end of How are you when I was writing with a pencil on the while paper.At school, I wrote ? at the end of How are you when I was writing with a pencil on the while paper. Lack #1Lack #1 At school, I wrote ? at the end of I play baseball when I was writing with a pencil on the while paper.At school, I wrote ? at the end of I play baseball when I was writing with a pencil on the while paper. Lack #2Lack #2 At school, I said ? at the end of How are you when I was writing with a pencil on the while paper.At school, I said ? at the end of How are you when I was writing with a pencil on the while paper. Lack #3Lack #3 At school, I wrote ! at the end of How are you when I was writing with a pencil on the while paper.At school, I wrote ! at the end of How are you when I was writing with a pencil on the while paper. Lack #4Lack #4 At school, I wrote ? at the beginning of How are you when I was writing with a pencil on the while paper.At school, I wrote ? at the beginning of How are you when I was writing with a pencil on the while paper. Close-in Nonexamples (Academic Skills)

6 PrototypePrototype At school, I wrote ? at the end of How are you when I was writing with a pencil on the while paper.At school, I wrote ? at the end of How are you when I was writing with a pencil on the while paper. Maximally Different ExampleMaximally Different Example At home, I wrote ? at the end of Were you watching TV when I called you when I was writing with a marker on the blue paper.At home, I wrote ? at the end of Were you watching TV when I called you when I was writing with a marker on the blue paper. Minimally Different NonexampleMinimally Different Nonexample At home, I wrote ! at the end of Were you watching TV when I called you when I was writing with a marker on the blue paper.At home, I wrote ! at the end of Were you watching TV when I called you when I was writing with a marker on the blue paper. Maximally Different NonexampleMaximally Different Nonexample At school, I wrote ? at the beginning of How are you when I was writing with a pen on the red paper.At school, I wrote ? at the beginning of How are you when I was writing with a pen on the red paper. Minimally Different ExampleMinimally Different Example At school, I wrote ? at the end of How are you when I was writing with a pen on the red paper.At school, I wrote ? at the end of How are you when I was writing with a pen on the red paper. Minimal Rational Set (Academic Skills)

7 Scope & Sequence (Academic Skills) EndEndSee/SayWritingWritingFree/Do InterrogativeSentenceInterrogativeSentenceHear/Point Principle Principle In an interrogative sentence, write ? at the end of the sentence. at the end of the sentence.

8 When you talk to someone, keep eye-contactingWhen you talk to someone, keep eye-contacting When someone says, How are you?, say GoodWhen someone says, How are you?, say Good When someone says, Give me five, give him or her five.When someone says, Give me five, give him or her five. When you see someone you know, say, Hello.When you see someone you know, say, Hello. 4 Rule-Governed Behv. (Social Skill)

9 PrinciplePrinciple When someone says to you Give me five, give him or her five.When someone says to you Give me five, give him or her five. Conceptual componentConceptual component 1. Someone who is talking to you (Discrimination of who is talking) 2. Give me five 3. Give five Principles & Conceptual Components (Social Skill)

10 Critical AttributeCritical Attribute 1. You 2. Give me five 3. Give five 4. The person whom you give five to Critical/Variable Attributes (Social Skill) Variable AttributeVariable Attribute 1. Place a) Home, b) School 2. Enthusiasm (1) a) Enthusiastically, b) Quietly 3. The person who said give … a) Teacher, b) Mom, c) Friend 4. Hardness (1) a) Hard, b) Gentle (1) 2a-4a or 2b-4b may be appropriate, but other combinations can be possible and still qualified as giving five

11 PrototypePrototype At school, when my teacher said to me Give me five enthusiastically, I gave him hard five.At school, when my teacher said to me Give me five enthusiastically, I gave him hard five. Lack #1Lack #1 At school, when my teacher said to my friend Give me five enthusiastically, I gave him (the teacher) hard five.At school, when my teacher said to my friend Give me five enthusiastically, I gave him (the teacher) hard five. Lack #2Lack #2 At school, when my teacher said to me Quite hand enthusiastically, I gave him hard five.At school, when my teacher said to me Quite hand enthusiastically, I gave him hard five. Lack #3Lack #3 At school, when my teacher said to me Give me five enthusiastically, I gave him hard ten.At school, when my teacher said to me Give me five enthusiastically, I gave him hard ten. Lack #4Lack #4 At school, when my teacher said to me Give me five enthusiastically, I gave my friend hard five.At school, when my teacher said to me Give me five enthusiastically, I gave my friend hard five. Close-in Nonexamples (Social Skill)

12 PrototypePrototype At school, when my teacher said to me Give me five enthusiastically, I gave him hard five.At school, when my teacher said to me Give me five enthusiastically, I gave him hard five. Maximally Different ExampleMaximally Different Example At home, when Mom said to me Give me five quietly,At home, when Mom said to me Give me five quietly, I gave her gentle five. Minimally Different NonexampleMinimally Different Nonexample At home, when Mom said to me Eat your carrot quietly,At home, when Mom said to me Eat your carrot quietly, I gave her gentle five. Maximally Different NonexampleMaximally Different Nonexample At school, when my friend said to me Give me five enthusiastically,At school, when my friend said to me Give me five enthusiastically, I gave my teacher hard five. Minimally Different ExampleMinimally Different Example At school, when my friend said to me Give me five enthusiastically,At school, when my friend said to me Give me five enthusiastically, I gave him hard five. Minimal Rational Set (Social Skill)

13 Scope & Sequence (Social Skill) Give five Free/Do Principle Principle When someone says to you Give me five, give him or her five Person who is talking Person who is talking Hear/Point Give me five Hear/Do

14 After you void, flush a toiletAfter you void, flush a toilet When a traffic light turns green, start walkingWhen a traffic light turns green, start walking When you eat soup, do not make a noiseWhen you eat soup, do not make a noise When your hands are dirty, wash your handsWhen your hands are dirty, wash your hands 4 Rule-Governed Behv. (Self-Help Skill)

15 PrinciplePrinciple When a traffic light turns green, start walkingWhen a traffic light turns green, start walking Conceptual ComponentConceptual Component 1. Traffic light 2. Turns green 3. Start walking Principles & Conceptual Component (Self-Help Skill) Variable AttributeVariable Attribute 1. Place a) Near school, b) Near home 2. Whether a) Sunny, b) Rainy 3. Type of a traffic light a) Green-yellow-red, b) Green-red 4. Timing of starting walking a) Immediately, b) 1-sec later

16 Critical AttributeCritical Attribute 1. Traffic light 2. Turns green 3. Start 4. Walking Critical/Variable Attributes (Self-Help Skill) Variable AttributeVariable Attribute 1. Place a) Near school, b) Near home 2. Whether a) Sunny, b) Rainy 3. Type of a traffic light a) Green-yellow-red, b) Green-red 4. Timing of starting walking a) Immediately, b) 1-sec later

17 PrototypePrototype In a sunny day, when a traffic light (3 color type) near my school turns green,In a sunny day, when a traffic light (3 color type) near my school turns green, I started walking immediately. Lack #1Lack #1 In a sunny day, when a Christmas light near my school turns green,In a sunny day, when a Christmas light near my school turns green, I started walking immediately. Lack #2Lack #2 In a sunny day, when a traffic light (3 color type) near my school turns red,In a sunny day, when a traffic light (3 color type) near my school turns red, I started walking immediately. Lack #3Lack #3 In a sunny day, when a traffic light (3 color type) near my school turns green,In a sunny day, when a traffic light (3 color type) near my school turns green, I stopped walking immediately. Lack #4Lack #4 In a sunny day, when a traffic light (3 color type) near my school turns green,In a sunny day, when a traffic light (3 color type) near my school turns green, I started dancing immediately Close-in Nonexamples (Self-Help Skill)

18 PrototypePrototype In a sunny day, when a traffic light (3 color type) near my school turns green,In a sunny day, when a traffic light (3 color type) near my school turns green, I started walking immediately. Maximally Different ExampleMaximally Different Example In a rainy day, when a traffic light (2 color type) near my home turns green,In a rainy day, when a traffic light (2 color type) near my home turns green, I started walking after 1 second had passed. Minimally Different NonexampleMinimally Different Nonexample In a rainy day, when a traffic light (2 color type) near my home turns green,In a rainy day, when a traffic light (2 color type) near my home turns green, I started jumping after 1 second had passed. Maximally Different NonexampleMaximally Different Nonexample In a sunny day, when a traffic light (3 color type) near my school turns red,In a sunny day, when a traffic light (3 color type) near my school turns red, I started walking immediately. Minimally Different ExampleMinimally Different Example In a sunny day, when a traffic light (3 color type) near my school turns green,In a sunny day, when a traffic light (3 color type) near my school turns green, I started walking immediately. Minimal Rational Set (Self-Help Skill)

19 Scope & Sequence (Self-Help Skill) Start walking Hear/Do Traffic light See/Point Principle Principle When a traffic light turns green, start walking Turn green See/Say

20 To start a video, push a start buttonTo start a video, push a start button When someone says goose and taps your head, start chasing the personWhen someone says goose and taps your head, start chasing the person When you play a TV game, keep away from the TV at least 3 feetWhen you play a TV game, keep away from the TV at least 3 feet When you hit a ball, watch it carefullyWhen you hit a ball, watch it carefully 4 Rule-Governed Behv. (Leisure Skill)

21 PrinciplePrinciple When someone says goose and taps your head, start chasing the personWhen someone says goose and taps your head, start chasing the person Conceptual componentConceptual component 1. Goose 2. Tap your head 3. Start chasing Principles & Conceptual Component (Leisure Skill)

22 Critical AttributeCritical Attribute 1. Goose 2. Tap your head 3. Start 4. Chasing 5. The person you chase Critical/Variable Attributes (Leisure Skill) Variable AttributeVariable Attribute 1. Place a) school, b) home 2. Loudness of goose a) loud, b) quiet 3. Gentleness of the tap a) gentle, b) not gentle 4. The person who says goose a) teacher, b) mom, c) friend

23 PrototypePrototype At school, when my teacher said goose loudly and tapped my head gently,At school, when my teacher said goose loudly and tapped my head gently, I started chasing him. Lack #1Lack #1 At school, when my teacher said duck loudly and tapped my head gently,At school, when my teacher said duck loudly and tapped my head gently, I started chasing him. Lack #2Lack #2 At school, when my teacher said goose loudly and tapped my friends head gently, I started chasing him (the teacher).At school, when my teacher said goose loudly and tapped my friends head gently, I started chasing him (the teacher). Lack #3Lack #3 At school, when my teacher said goose loudly and tapped my head gently,At school, when my teacher said goose loudly and tapped my head gently, I thought of chasing him. Lack #4Lack #4 At school, when my teacher said goose loudly and tapped my head gently,At school, when my teacher said goose loudly and tapped my head gently, I started watching him. Lack #5Lack #5 At school, when my teacher said goose loudly and tapped my head gently,At school, when my teacher said goose loudly and tapped my head gently, I started chasing my friend. Close-in Nonexamples (Leisure Skill)

24 PrototypePrototype At school, when my teacher said goose loudly and tapped my head gently,At school, when my teacher said goose loudly and tapped my head gently, I started chasing him. Maximally Different ExampleMaximally Different Example At home, when Mom said goose quietly and tapped my head hard,At home, when Mom said goose quietly and tapped my head hard, I started chasing her. Minimally Different NonexampleMinimally Different Nonexample At home, when Mom said duck quietly and tapped my head hard,At home, when Mom said duck quietly and tapped my head hard, I started chasing her. Maximally Different NonexampleMaximally Different Nonexample At school, when my friend said goose loudly and tapped my head gently,At school, when my friend said goose loudly and tapped my head gently, I started chasing my teacher. Minimally Different ExampleMinimally Different Example At school, when my friend said goose loudly and tapped my head gently,At school, when my friend said goose loudly and tapped my head gently, I started chasing my friend. Minimal Rational Set (Leisure Skill)

25 Scope & Sequence (Leisure Skill) Start chasing Free/DoGooseGooseHear/Say Principle Principle When someone says goose and taps your head, start chasing the person Tap you head Feel/Do

26 BEHV Yusuke Hayashi Examples of Rule-Governed Behavior

27 PrinciplePrinciple When someone says to you Give me five, give him or her five.When someone says to you Give me five, give him or her five. Critical AttributeCritical Attribute 1. You 2. Give me five 3. Give five 4. The person who said, Give me five Principles & Critical/Variable Attributes Variable AttributeVariable Attribute 1. Place a) Home, b) School 2. Enthusiasm a) Enthusiastically, b) Quietly 3. The person a) Teacher, b) Mom, c) Friend 4. Hardness a) Hard, b) Gentle

28 PrototypePrototype At school, when my teacher said to me Give me five enthusiastically, I gave him hard five.At school, when my teacher said to me Give me five enthusiastically, I gave him hard five. Lack #1Lack #1 At school, when my teacher said to my friend Give me five enthusiastically, I gave him (the teacher) hard five.At school, when my teacher said to my friend Give me five enthusiastically, I gave him (the teacher) hard five. Lack #2Lack #2 At school, when my teacher said to me Quite hand enthusiastically, I gave him hard five.At school, when my teacher said to me Quite hand enthusiastically, I gave him hard five. Lack #3Lack #3 At school, when my teacher said to me Give me five enthusiastically, I gave him hard ten.At school, when my teacher said to me Give me five enthusiastically, I gave him hard ten. Lack #4Lack #4 At school, when my teacher said to me Give me five enthusiastically, I gave my friend hard five.At school, when my teacher said to me Give me five enthusiastically, I gave my friend hard five. Close-in Nonexamples

29 PrototypePrototype At school, when my teacher said to me Give me five enthusiastically, I gave him hard five.At school, when my teacher said to me Give me five enthusiastically, I gave him hard five. Maximally Different ExampleMaximally Different Example At home, when Mom said to me Give me five quietly,At home, when Mom said to me Give me five quietly, I gave her gentle five. Minimally Different NonexampleMinimally Different Nonexample At home, when Mom said to me Eat your carrot quietly,At home, when Mom said to me Eat your carrot quietly, I gave her gentle five. Maximally Different NonexampleMaximally Different Nonexample At school, when my friend said to me Give me five enthusiastically,At school, when my friend said to me Give me five enthusiastically, I gave my teacher hard five. Minimally Different ExampleMinimally Different Example At school, when my friend said to me Give me five enthusiastically,At school, when my friend said to me Give me five enthusiastically, I gave him hard five. Minimal Rational Set

30 Scope & Sequence Give five Hear/DoYouYouHear/Say Principle Principle When someone says to you Give me five, give him or her five Person who said Give me five Person who said Give me five Hear/Do Hear/Do


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