EDSPE 527 Arranging Consequences that Decrease Behavior Increases
EDSPE 527 Arranging Consequences that Decrease Behavior
Increases Behavior Decreases Behavior Contingent Presentation Positive Reinforcement Positive Punishment Contingent Removal Negative Reinforcement Negative Punishment
Why do problem behaviors occur? ¡ Remember…there’s ALWAYS a reason for challenging behaviors! ¡ To implement an effective strategy, one must first know WHY (i. e. , the function) a student is behaving the way they are! ¡ FBA’s are your friend!
Hierarchy of Procedural Alternatives for Behavior Reduction Level 1 Strategies of differential reinforcement A. Differential Reinforcement of Low Rates of Behavior (DRL) B. Differential Reinforcement of Other Behavior(s) (DRO) C. Differential Reinforcement of Incompatible Behavior (DRI) D. Differential Reinforcement of Alternative Behavior(s) (DRA) Level 2 Extinction (terminating reinforcement) Level 3 Removal of desirable stimuli A. Response-cost procedures B. Time-out procedures Level 4 Presentation of aversive stimuli A. Unconditioned aversive stimuli B. Conditioned aversive stimuli C. Overcorrection procedures Alberto & Troutman Applied Behavior Analysis for Teachers, 7 e Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
Differential Reinforcement of Low-rate Behaviors (DRL) ¡ ¡ reinforcement is delivered contingent on lower rates of a target behavior Reinforcement is delivered contingent on the number of responses in a specified time is less than or equal to the limit
DRL Full session ¡ Interval ¡ Changing criteria ¡
Guide to Implementing DRL Baseline must occur to determine basic criteria ¡ When decreasing the criteria – prevent satiation and ratio strain ¡
Differential Reinforcement of Alternative (DRA) and Incompatible Behavior (DRI) ¡ reinforcement is delivered for a behavior more appropriate than the targeted inappropriate behavior Should consider behaviors that serve the same function ¡ Example: A student with autism is reinforced for drawing pictures with the colored markers rather than stereotypically flipping them in front of himself.
Differential Reinforcement of Alternative Behavior (DRA) Steps to Implementation ¡ Define a behavior to be reinforced. ¡ Record baseline information. ¡ Establish a criterion for increasing the length of the reinforcement interval. ¡ Reevaluate as problem behavior occurs. ¡ Do not immediately reinforce grossly inappropriate behavior.
Advantages ¡ ¡ Constructive- teaches them what to do rather than what not do Better alternative to other procedures i. e. punishment, TOPR, Response cost Acceptable to teachers Long lasting as long as new behavior is maintained (functional equivalency)
Things to remember ¡ Striving for behavioral incompatibility- if two behaviors occur at the same time, you risk the chance of reinforcing one inadvertently ¡ Select a behavior already in the student’s behavioral repertoire ¡ Select a behavior that is likely to be supported by a broader environment ¡ Select a behavior that serves an equivalent function (i. e. yields the same reinforcers)
Differential Reinforcement of Other Behaviors (DRO) It is the presentation of a reinforcing stimulus contingent on the nonoccurrence of a behavior. Also referred to as differential reinforcement of zero rates of behavior ¡ Example: For the students who work on their book reports quietly (refrain from talking to their neighbors) for 30 minutes, they will get to attend the ice cream social at the end of the day
¡ ¡ Full Session: SR+ contingent on the absence of the behavior for the entire period of time Interval l ¡ Small enough to obtain reinforcement Based on student success No reinforcement after grossly inappropriate behavior Permanent-product data l Example a star on papers that doesn’t contain doodles
Advantages Acceptable ¡ Easy to use ¡ Relatively rapid behavior change ¡ Disadvantages • SR+ is delivered as long as the target behavior is not emitted…what is the problem? • May create a behavior vacuum because the student doesn’t have an appropriate behavior • Does not teach a replacement behavior
Guide to Implementation 1. Baseline is needed to obtain schedule (inter-response time) 2. Criteria for lengthening DRO schedule 3. Occurrence of the behavior influences the size of the interval and consequences
Extinction -- behavior that has been previously reinforced is no longer reinforced ¡ Characteristics ¡ gradual reduction of behavior l “extinction burst” l Spontaneous recovery Advantages l l ¡ aversives are not necessary Disadvantages l l l temporary increase in rate imitation by peers controlling reinforcing consequences
Implementing Extinction Identify source of reinforcement. ¡ Withhold reinforcement. ¡ Maintain extinction for a sufficient amount of time. ¡ Combine extinction with other strategies. ¡
What influences the effectiveness of Extinction? ¡ ¡ How recently the behavior was reinforced previously If the reinforcement was on a variable schedule there will be a resistance to extinction
Problems Other students may pick up that behavior is not being punished ¡ Can extinguish positive behavior ¡ Spontaneous recovery ¡ Extinction induced aggression ¡
Do not use if… Behavior is dangerous to individual and others ¡ Behavior needs to stop immediately ¡ Control of person implementing is not possible ¡ Reinforcement cannot be stopped ¡
Punishment -- contingent presentation of a stimulus that decreases behavior ¡ Describe to your neighbor what it means to define punishment functionally
Response Cost - contingent withdrawal from a reinforcer Similar to a fine ¡ Most often used with tokens but can use variation with activity and privileges ¡
Making it work ¡ Reinforcement must be available and rich enough ¡ Reinforcement can be withdrawn without confrontation ¡ Magnitude of cost must not outweigh the reinforcement ¡ Student must understand contingency ¡ Try less intrusive strategies first
Time-out from Positive Reinforcement -- access to reinforcement is removed for a period of time ¡ Characteristic l ¡ Advantages l ¡ gradual reduction of behavior can be easy to implement for minor incidents Disadvantages l difficult to implement for larger children
Implementing TOPR Identify reinforcer that maintains behavior. ¡ Make the time-in as reinforcing as possible. ¡ Keep time-out period short. ¡ Follow guidelines. ¡ Release child from TO contingent on acceptable behavior. ¡ Try teaching acceptable behavior first. ¡
¡ Nonexclusionary TOPR l ¡ Exclusionary TOPR l ¡ Simply arrange environment Remove from activity to another part of room where student cannot observe class Contingent Observation TOPR l Remove student to edge and instruct him/her to observe other students appropriate behavior and getting reinforcement
¡ Seclusionary TOPR – contingent social isolation
Presentation of Aversive Stimuli ¡ Should only use if: ¡ Demonstrated and documented failure of non-aversive procedure ¡ Decision made by a qualified team ¡ Criteria for review ¡ Documented effectiveness of the procedures ¡ Use of DRI when possible
¡ Unconditioned aversive stimuli – results in physical pain to the student l l Contingent exercise Physical restraint
¡ ¡ Conditioned aversive stimuli – student learns to experience as aversive through unconditional pairing with UCAS What three aspects make this more effective
Punishment -- contingent presentation of a stimulus that decreases behavior ¡ Disadvantages l l l withdrawal aggression during initial implementation avoid adults peer reactions models inappropriate behavior increase probability of using it more
Overcorrection – behavior is taught through an exaggeration of experience ¡ Best to combine overcorrection and teach correct response ¡ Must be firm, NOT aggressive ¡ Some students will resist
¡ Best to combine overcorrection and teach correct response ¡ Must be firm, NOT aggressive ¡ Some students will resist
Restitution vs. Positive Practice Restore environment to better than before ¡ Practice doing it right ¡ l Examples Spelling test- PP ¡ Throwing chair-restitution ¡ Child picks up trash that throw and all other trash- restitution ¡ Toilet – PP and Restitution ¡
Problems ¡ ¡ ¡ Teacher attention and time Physical contact may increase aggression Aversive to implement
Minimum Guidelines for Using Aversives ¡ ¡ ¡ ¡ Demonstrated and documented failure of alternative nonaversive procedures to modify the target behavior Informed written consent of the student’s parents or legal guardians The decision to implement an aversive procedure made by a designated body of qualified professionals A prearranged timetable for review of the effectiveness of the procedure and discontinuance of the procedure as soon as possible Periodic observation to ensure the staff member’s consistent and reliable administration of the procedure Documentation of the effectiveness of the procedure as well as evidence of increased accessibility to instruction Administration of the procedure by designated staff member(s) Positive reinforcement of incompatible behavior, whenever possible, as part of any program using aversive stimuli Alberto & Troutman Applied Behavior Analysis for Teachers, 7 e Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
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