decreasing problematic behavior through schedules of
TRANSCRIPT
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Decreasing Problematic Behavior Through Schedules
of Reinforcement
Rachel Fouché, MA, LMFT Therapeutic Learning Consultants, Inc.
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Behavior Intervention It is important to consider that for many individuals with
ASD, problem behavior is a result of a lack of knowledge of “what to do” to most effectively access
reinforcement.
What types of things do we attempt to access in our daily lives?
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Behavior as communication This presentation will place a heavy emphasis on
reinforcement-based interventions.
Recognition of behavior as communication and then teaching the “what to do”.
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Let’s look at the why’s of behavior ! Think about behaviors you typically engage in and
WHY you engage in them.
! What do you “get out of” the behavior?
! Why do you repeat the behavior?
! What events might result in you not repeating the behavior?
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About Challenging Behavior(s) ! Behaviors…
! Serve a specific purpose or function for the individual
! Have communicative intent
! Are directly related to events in the environment that influence or reinforce such behaviors
! A single challenging behavior can serve multiple functions
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Principles of ABA 1. Behavior is largely a product of its immediate
environment.
2. Behavior is shaped/ maintained by consequences.
3. Behavior is shaped better by positive (reinforcement) than negative (punitive) consequences.
4. Past behavior is the best predictor of future behavior.
5. Whether a behavior has been punished or reinforced is known only by the course of that behavior in the future.
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Consequences can affect behavior in three ways:
! Strengthen—increase the frequency or likelihood that the behavior will occur
! Weaken—decrease the frequency or likelihood that the behavior will occur
! Maintain—do not change the frequency or likelihood that the behavior will occur
! Neutral consequences have no effect on the behavior
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Reinforcement ! Basic and pervasive principle of behavior ! “Positive” and “negative” do not mean “good”
and “bad”
! Positive refers to addition of (+) events or stimuli ! Negative refers to removal of (-) events or stimuli
! Both always result in an increase in the future frequency of a behavior (reinforcement)
! Negative reinforcement is not punishment
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Reinforcement Defined ! Positive Reinforcement
! Presentation of a stimulus, behavior occurs more often in the future
! Negative Reinforcement ! Termination of certain stimuli, future probability of a
behavior is increased
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Reinforcement vs. Bribery • Reinforcement:
– Something good is given AFTER an appropriate behavior occurs
– Reinforces a desired behavior – ProacAve!
• Child exhibits appropriate behavior à Receives reinforcer
– Why should we use it? Leads to paJern of desired compliance
• Bribery: – Something (good) promised to
stop an undesired (bad) behavior
– Reinforces undesired behavior – ReacAve!
• Child is disrupAve à Then promised reinforcer if behavior stops
– Why do we use it? Works immediately!
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Developing Reinforcement • ANYTHING can be used as a reinforcer
– Think outside the box (novel and unpredictable) – Add on what your child already likes – Don’t make assumpAons about what will/won’t be a R+
• Think about what your child naturally chooses • Avoid saAaAon by limiAng access to reinforcers • Always pair tangible reinforcement with social reinforcement
• Don’t take it personally! www.tlcpractices.com
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Reinforcer Ideas and Resources • Enjoys tacAle itemsà
– SAcky ball, sAcky lizards, feathers, bubbles, playdoh, goo, slime, gloop, Floam, sAckers, chalk, finger paints, stress ball, Koosh ball, bean bags, vibraAng pen, loofah gloves, bean/rice boxes
• Likes auditory sAmulaAon/soundsà – RainsAck, Sellotape, Pennies in a container, Kaleidoscope, party blower, magneAc
balls, marbles, echo microphone, noise puJy, tambourine • Loves visual inputà
– Kaleidoscope, Viewfinder, light up spinner globe, balloons, light up pens, sunglasses, spinning top, streamers, flashlights, prisms
• Likes jumpingà – trampoline, LARGE Pilates ball, big bean bag
• Websites to check outà – hJp://www.ozmofun.com/ – hJp://www.especiallymine.com/ – hJp://www.snazzarootoys.com/ – hJp://www.discoverytoysinc.com/
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Examples of Reinforcement ! You are standing outside when it begins to storm.
You see a taxi without passengers and you hail the taxi, which stops to pick you up. Once inside the taxi you are no longer cold and wet. Your behavior of hailing a cab is maintained by….
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Sources of Reinforcement for Problem Behavior
! Positive Reinforcement ! Social (attention, access to tangible materials) ! Automatic (sensory stimulation) ! Example: Allison receives hug a_er cleaning up her toys. David gets
a s1cker for finishing his homework.
! Negative Reinforcement ! Social (escape from task demands) ! Automatic (pain attenuation)
! Example: Mom stops nagging a_er child takes out the trash. Headache goes away a_er taking medica1on.
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Now that we have discussed reinforcement . . . .
! It is time to discuss just HOW reinforcements can and should be delivered
! In other words, there are other things to consider than just WHAT the reinforcer should be!
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Think about this! ! If you were going to reinforce your puppy for going
to the bathroom outside, how would you do it? ! Would you give him a Liv-a-Snap every time? Some of
the time? ! Would you keep doing it the same way or would you
change your method as you go along?
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What is a schedule of reinforcement?
! A schedule of reinforcement is the response requirement that must be met in order to obtain reinforcement. ! In other words, it is what you have to do to get the
goodies!
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Maintaining Consequences
Problem behavior
Get object/activity/
Sensation (SR+) Avoid object/activity/
Sensation (SR-)
Social/object or activity/ physiological
Social/object or activity/ physiological
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Defining Antecedents & Consequences
§ Antecedent events – ! What happens immediately before the behavior
§ Consequent Events – ! What happens immediately following the behavior
! May be programmed or naturally occurring (does not imply punishment)
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Sample Problematic Antecedents
n Materials too complex / difficult
n Curriculum lacking in appropriate adaptations
n Student has lack of functional vocabulary to communicate
n Meaningless repetition beyond criterion (under stimulation)
n Nonfunctional activity
n Pacing too slow / too fast
n Physical environment: For example, number of students, noise
n Rate of physical prompting or verbalizations
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Probable Functions of Specific Behavior Disorders
Positive Negative Reinforcement Reinforcement
Behavior Disorder Social Automatic Social Automatic
Aggression + Ø + Ø
Tantrums + Ø + Ø
Noncompliance + Ø + Ø
Property Destruction + ? + Ø
"Stereotypies" ? + ? ?
SIB + + + +
Iwata, 2009 www.tlcpractices.com
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Differential Reinforcement (DR)
One of the most powerful tools in a teacher’s intervention repertoire. It
stands at the foundation for learning.
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Reinforcement
! Types
! Limited Access
! Amount
! Behavioral Criterion
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Seven Considerations in Using Reinforcement
• Immediacy • Schedule • Amount • Pairing
• Proximity • Labeling • Expressiveness
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Schedules of Reinforcement
How often person gets SR+ for a correct response. q Continuous – Every correct response gets reinforced. q Intermittent – Person's correct responses are reinforced
periodically.
! When is continuous schedule best? q When teaching a new skill.
! When is an intermittent schedule best? q When person has reached criterion and teacher wants to
reduce reinforce for maintaining response only. • Example of continuous Reinforcement:
q Each correct response is reinforced by teacher when the response is made.
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! Ratio- Schedule reinforcement according to the number of behaviors ! Fixed ! Variable (average)
• Interval – The first behavior occurring after the passage of a certain amount of time ! Fixed
! Variable (average)
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Schedules of Reinforcement
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Differential Reinforcement Reinforcement is delivered contingent on the occurrence of
a behavior other than the problem behavior or the behavior occurring at a reduced rate
& Withholding reinforcement as much as possible for the
problem behavior.
(Cooper, Heron, & Heward, 2007)
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Non-contingent Reinforcement
! What happens when reinforcement occurs randomly, regardless of a person or animal’s behavior?
! Weird Stuff! ! Like what?
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Superstitious Behavior ! Examples include:
! Rituals of gamblers, baseball players, etc.
! Elevator-button-pushing behavior
! Non-contingent reinforcement can sometimes be used for GOOD purposes (not just weird or useless behaviors!)
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Non-contingent Reinforcement(NCR)
The idea is that if reinforcement is readily available then the student will not have
to engage in problem behavior to access it.
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Good, useful examples ! Giving non-contingent attention to children
! Some bad behaviors like tantrums are used to try to get attention from caregivers
! These behaviors can be diminished by giving attention non-contingently
Children need both contingent AND non-contingent attention to grown up healthy and happy!
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We can also think about how we use reinforcers.
! We can use a behavior we love (high probability behavior) to reinforce a behavior we don’t like to do very much (low probability behavior).
! This is sometimes called “Grandma’s Principle” ! Bobby, you can read those comic books once you
have mowed the grass!
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Delivering Reinforcement
Implementing effectively
Rule 1: Cannot tell whether something is a reinforcer until try it and observe effect on the behavior.
Rule 2: What is a reinforcer for one person may not be for another. Individualized approach for each child
Rule 3: To be effective, a reinforcer must occur during or immediately after the behavior.
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Delivering Reinforcement Implementing effectively
Rule 4: Limited Access
Rule 5: Reinforcement must be contingent if it is to be effective: Grandma Principle: “First this, then that.”
Rule 6: When strengthening a new behavior, reinforce frequently.
Rule 7: Size of reinforcement is big enough to keep child motivated, but not too big for satiation (i.e. small pieces of edibles, pieces of a game, etc.)
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Delivering Reinforcement
Primary/unconditioned reinforcers
(i.e., biological in nature: food, water, pleasure, etc.)
Secondary/Conditioned reinforcers
(i.e., praise, money, grades, token, etc.)
Token economies
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Token Economies
! Develop an understanding of cause and effect for behavior.
! Measure occurrence of appropriate behavior.
! Allow for visual feedback on progress for child.
! Reminds adults to reinforce appropriate behavior.
! Provides motivation for child to see his/her progress.
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Token Economies
Using token economies effectively
! Select durable tokens
! Consider student’s interests in token boards
! Deliver tokens immediately
! Use powerful reinforcers
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Goldilocks Rule of Reinforcement
! Reinforcement schedule needs to be “Just Right”.
! Opportunity to earn reinforcement needs to be available 2 times as often as challenging behavior.
! Does not mean will actually earn –reinforcement is contingent.
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In Summary
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Effective Interventions are…
! Multi-element approach
! Collaboratively designed
! Consistent
! Do-Able
! Based on setting the student up for success
! Clear & Concise: “If - then statements
! Based upon a 3:1 ratio of positive to negative comments.
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Parting shots
The success of any behavior change program is hinged on the accurate identification of reinforcers through
a functional behavior assessment (FBA) & careful monitoring via continuous data collection and the
graphing of that data.
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Parting shots How do I select a behavior intervention?
! Consider data from the FBA.
! Consider team input.
! Consider interventions that teach new skills.
! Consider the least intrusive intervention
for the child and what will make them most successful.
! Consider the difficulty in conducting the intervention.
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A Review Behavior change involves the manipulation of
antecedents, consequences, or both.
A B C
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"People don't shape the world,
the world shapes them"
(BF Skinner)
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Reference List & Suggested Readings
! Alberto, P.A. & Troutman, A.C. (1995). Applied Behavior Analysis for Teachers (Fourth Edition). Columbus, OH: Merrill Prentice Hall Publishers
! Bailey, J. & Burch, M. (2006). How to think like a behavior analyst. New York, NY: Psychology Press.
! Barbera, M.L. (2007). The verbal behavior approach: How to teach children with autism and related disorders. Philadelphia, PA: Jessica Kingsley Publishers.
! Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied Behavior Analysis (Second Edition). Columbus, OH: Merrill Prentice Hall.
! Franzone, E. (2009). Overview of functional communication training (FCT). Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin.
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Reference List & Suggested Readings
! Lee, D.L. & Axelrod, S. (2005). Behavior Modification: Basic Principles (Third Edition). Austin, TX : ProEd Publishers.
! Luce, S.C. & Smith, A.F. (2007). How to Support Children with Problem behaviors. Austin, TX : ProEd Publishers.
! NYFAC. Discrete trial teaching (1999). NYC: New York Families for Autistic Children.
! Vargas, J.S. (2009). Behavior Analysis for effective teaching. New York, NY: Routledge.
! YAI/New York League for Early Learning. (2003). Creating a classroom for children with autism and other disorders of relating and communication. New York: YAI/New York League for Early Learning.
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Thank you!
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