EDSPE 527

Arranging Consequences that Decrease Behavior

Increases Behavior

Decreases Behavior

Contingent Presentation

Positive Reinforcement

Positive Punishment

Contingent Removal

Negative Reinforcement

Negative Punishment

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!

Why do problem behaviors occur?

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 & TroutmanApplied Behavior Analysis for Teachers, 7e

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 Small enough to obtain reinforcement Based on student success No reinforcement after grossly inappropriate

behavior Permanent-product data

Example a star on papers that doesn’t contain doodles

Advantages Disadvantages

Acceptable Easy to use Relatively

rapid behavior change

•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 “extinction burst” Spontaneous recovery

Advantages aversives are not necessary

Disadvantages 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 gradual reduction of behavior

Advantages can be easy to implement for minor

incidents Disadvantages

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 Simply arrange environment

Exclusionary TOPR Remove from activity to another part of

room where student cannot observe class

Contingent Observation TOPR 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 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 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 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 & TroutmanApplied Behavior Analysis for Teachers, 7e

Copyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458

All rights reserved.