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What are the 4 Types of Reinforcement ✔✔1) Social positive 2)Automatic Positive
- Social Negative 4)Automatic Negative Positive Reinforcement ✔✔Something good is added to the environment to increase the future frequency of a behavior Increasing behaviors by presenting positive stimuli, such as food. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response. Social positive (Positive Reinforcement) ✔✔Getting attention or access to something (E.g. attention, praise, tangibles) A positive interpersonal stimulus like verbal praise, smile, touch or a sign of approval. Compare social punishment. Automatic Positive (Positive Reinforcement) ✔✔Stimulating the sense (E.g. Sensory Stimulation) Self- Stimulatory behavior These behaviors are not dependent upon social interaction or receiving a tangible item...the behavior itself is reinforcing to the learner. EXAMPLE: The behavior itself is reinforcing to the learner. Just think about when you get a mosquito bite and it begins to itch. You don't need someone to give you a sip of juice, or to clap and say "Yay!", in order to enjoy the scratching. Scratching the bite serves as its own
reinforcement. So in the future if you get bit by a bug again, you are likely to scratch that bite again. Social Negative Reinforcement ✔✔Increasing behaviors by stopping or reducing negative stimuli, such as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response. (Note: negative reinforcement is not punishment.) Automatic Negative (Negative Reinforcement) ✔✔occurs when a behavior terminates an aversive stimulus directly and the behavior is strengthened. The aversive stimulus is NOT terminated by another individual. occurs when a person gets away from something or avoids something as a result of their own behavior (Self Rewarding) Consequence Manipulation ✔✔* Provides reinforcers for the desirable behavior
- Eliminates reinforcers for the undesirable behaviors
- Eliminates punishers for the desirable behavior
- Provides punishers for the undesirable behaviors
- Use skills training procedures to teach desirable behaviors Types of Consequence Manipulations ✔✔Extinction Planned Ignoring Deny Access to Tangible Response Blocking/Redirection Response Cost Overcorrection Time out Extinction ✔✔The withholding of previously occurring reinforcement upon a behavior
*Response blocking should always involve the LEAST amount of physical contact necessary to block the behavior *Should only be used when the program supervisor/BCBA has instructed to do so *Used to address self-injurious behavior Time Out ✔✔Removal of access to reinforcement for a specified period of time contingent on the problem behavior. *The removal of the individual from a reinforcing activity for brief period as a consequence to the behavior *reduces behavior by resulting in the loss of reinforcement when the behavior occurs Types of Time-out: Nonexlusionary time-out and exclusionary time-out Non-exclusionary & Exclusionary ✔✔ Non-exclusionary (Time out) ✔✔The individual remains in the location where the behavior occurred but is briefly removed from access to desired reinforcers Exclusionary (Time out) ✔✔The individual is briefly removed from the location whee the behavior occurred for a specified period of time. Token Economy Systems ✔✔Teaches delayed gratification *Desired reinforcers may not always be available or practical to deliver in certain settings
- Helps teach waiting skills *Help in generalizing skills to natural environment Response Cost ✔✔Removal of a specified amount of reinforcement contingent on the problem behavior
*Losing a portion of a positive reinforcer as a result of the behavior occurring Response cost reduces behavior by resulting in the loss of reinforcement when the behavior occurs Example: Used to reduce inappropriate body contact with others Over Correction ✔✔A procedure in which the individual is required to perform an activity to practice a positive behavior as a consequence of the problem behavior. Restitutional Overcorrection ✔✔A procedure in which the individual restores the environment to a state better than it was prior to the occurrence of the problem behavior Positive Practice Overcorrection ✔✔A procedure which requires the individual to repeatedly practice an appropriate alternative response as a consequence tot he problem behavior Topography ✔✔The physical shape or form of the observable behavior (DESCRIPTION) Example: Shaking and manipulating objects with her fingers in a repetitive motion, typically within line of vision Function ✔✔The reason why the behavior is occurring (THE WHY) Example: (Automatic) Feels good, gains pleasure from sensory stimulation (visual movement of object, feel of object moving in her fingers) What are the common functions of behavior? ✔✔Attention *Tangible *Escape *Automatic Attention Function ✔✔Getting attention (usually reprimands) *positive attention - Praise
*Activities *Food and Drink Continuation of Activity Escape Function ✔✔Escaping or avoiding non- preferred tasks or activities What are the ABC's to Determine Function - 3 Term Contingency? ✔✔Antecedent, Behavior, Consequence What are the Components of a Behavior Intervention Plan? ✔✔Operational Definition *Antecedent Modifications *Replacement Behaviors *Consequence Modifications *Measurement Operational Definition (Intervention Plan) ✔✔A clear, concise, accurate statement that specifies the exact details of an observable problematic behavior *Function **This component is the foundation of the entire plan **Explains why the problem behavior is occurring **Before writing the BIP a functional assessment is conducted Antecedent Modifications ✔✔Interventions that are designed to prevent the problem behavior from occurring *Aimed at eliminating the SDs or EOs that are evoking the problem behavior *Alters the situation in order to reduce the need
for the problem behavior to occur What to do before the behavior happens Goal is to PREVENT the behavior from happening int he first place *Remove or alter stimuli that contribute tot he problem behavior *Provide reinforcement before the behavior occurs What is Non-Contingent Reinforcement (NCR) ✔✔The delivery of functional reinforcers on a time-based schedule, independent of the problem behavior *Delivery of reinforcement for free on an ongoing basis *Can be used to address any function of behavior *Is an antecedent intervention because it is implemented to prevent challenging behavior *The student is given access to the functional reinforcer, regardless of the challenging behavior *Basically we are giving the student what they want for free *When we provide the reinforcer for free, it should not be necessary for the student to use challenging behavior to get it Task Modification ✔✔The changing of some aspect of the antecedent task to make the activity less aversive to the individual **Primarily used for ESCAPE maintained behaviors **Choices and Visual Cues **Using Alternative Stimuli **Using Visual Schedules
Not based upon the function, but the topography of the behavior What are examples of Environmental Modifications? ✔✔Seating arrangement *Removing clutter *Organizing the space *Removing distracting Stimuli *Preventing Access *Removing Potential hazards Replacement Behaviors ✔✔Appropriate alternative behaviors that will be taught to the indiviudal and can be used as substitutes for the problem behavior *Should be functionally equivalent to the problem behavior *May also result in a competing reinforcer Examples: "Can I have that Toy?" "Play with me." "I don't want to take a bath." Intervention Package ✔✔Strategy that combines multiple intervention procedures to increase and/or decrease a behavior *Problematic or challenging behaviors are decreased *Desired or alternative behavior are increased Two ways to decrease problem behaviors *Eliminate or minimize the reinforcement maintaining the problem behavior *Provide reinforcement for engaging in an alternative behavior
What is Differential Reinforcement? ✔✔Providing different levels of reinforcement for different behaviors *Behaviors that receive more reinforcement will increase, behaviors that receive less reinforcement will decrease. EXAMPLE: Decrease: Child having a tantrum for wanting candy = No candy provided Increase: Child asking for candy "May I have candy please" = Candy provided Functional Communication Training (FCT) ✔✔A procedure in which the individual is taught to use a form of communication which results in accessing the same reinforcement as the problem behavior *Communication becomes the substitute for the problem behavior *One of the most commonly used antecedent interventions *Based on the principle that all behavior is communication *Involves prompting the individual to communicate an appropriate request (mand) during the antecedent situations prior to the behavior occurring **Appropriate communication is reinforced, whereas the problem behavior is ignored **FCT is a type of DRA (Differential Reinforcement of Alternative Behavior) Differential Reinforcement of Alternative Behavior (DRA) ✔✔The delivery of reinforcement for an alternative behavior while withholding reinforcement for the problem behavior
- The individual receives reinforcement for not engaging in the behavior for a period of time
- Can be USED FOR ANY FUNCTION of behavior
- The student is rewarded for NOT engaging in the challenging behavior
- Reinforcement is delivered when the behavior has not occurred for a specified period of time EXAMPLE: Behavior occurs every 15 min. -->> DRO interval every 10 min Differential Reinforcement of Low Rate of Behavior (DRL) ✔✔The delivery of reinforcement contingent on the behavior occurring at a reduced rate during a specific period of time *Target is to reduce the frequency of the behavior *Behavior must occur at or below a specified rate during interval to deliver reinforcement EXAMPLE *Student must only speak out of turn 2 times or less per hour - in order to receive the reinforcement *If behavior occurs 3 or more times per hour, no reinforcement is given Differential Reinforcement of High Rate of Behavior (DRH) ✔✔The delivery of reinforcement contingent on the behavior occurring at a higher rate during a specific period of time. *Reinforcement is given if the behavior occurs at or above a specified criterion *Typically used to increase a desired alternative behavior EXAMPLE: *Student must raise his hand 5 times or more per hour in order to receive the reinforcement *If
Considerations of Extinction ✔✔*Extinction results in a gradual decrease of behavior, rather than an immediate or rapid decrease *May result in a spontaneous recovery (re-occurrence of the behavior in preciously reinforced situations). *May result in an extinction burst *Extinction requires consistency across all people, locations and activities in order to be successful *This requires everyone involved to use extinction to address the behavior at all times Extinction may not be practical for every behavior Rules for Time Out ✔✔Only effective if a positively reinforcing activity is in place *Time out must not be reinforcing to the individual *Must have only a short duration *Release from time out must be dependent on appropriate behavior Extinction Bursts ✔✔An extinction burst refers to one's reaction to a stimulus that once produced positive reinforcements, but now ceases to exist. ... His behavior will increase in order to bring the reward back, and this, by definition, is the "burst" which is encouraged by the extinction of the reward. **Extinction bursts usually occurs soon after a behavior is placed on extinction. Behavior Measurement ✔✔The process of tracking and analyzing specific dimensions of behavior over time *Taking quantitative information about a behavior *Using that information to make decisions about intervention Data Collection ✔✔Procedure used to observe, measure, and record instances of behavior *Create a permanent record of the occurrence of behavior detailing some dimension of the behavior 2 Types of Measurement Procedures ✔✔Continuous, Discontinuous , Permanent product
Trial 3: Correct Trial 4: Incorrect Trial 5: Correct Low similarity = low reliability, problematic data Example: Assessment across 2 therapists Trial 1: Correct Trial 2: Correct Trial 3: Correct (discrepancy) Trial 4: Incorrect Trial 5: Correct (discrepancy) IOA methods vary according to the specific type of data collection being used for that skill or behavior Count ✔✔Counting the number of times a particular behavior occurs *Appropriate for behaviors that have a very clear, discrete onset and offset Requires continuous observation and recording in order to accurately measure Event Recording ✔✔Count Frequency /Rate Timing ✔✔Duration *Latency *Inter Response Time (IRT) Considerations for Count (Event Recording) ✔✔Used when the observation period is always a consistent length of time
*School day (Number of times student pushed another peer at school) *Recess (Number of times student said, "Hi," to friends during recess) Work Shift (Number of safety knits assembled during a work shift) Considerations for Rate/Frequency (Event Recording) ✔✔Number of spontaneous mands (requests) per hour *Number of attempts to pinch skin per hour *Number of complaints /vocal protests per hour Tact ✔✔A term that B.F. Skinner used to describe a verbal operant which is controlled by a nonverbal stimulus (such as an object, event, or property of an object) and is maintained by nonspecific social reinforcement (praise). ****Less technically, a tact is a label. Rate/Frequency ✔✔Counting the number of times a particular behavior occurs within a standard unit of time. *Appropriate for behaviors that have a very clear, discrete onset and offset *Useful measurement for free operant behaviors (behaviors that can happen at any time, not dependent on a certain SD being presented) Examples: *Therapy Sessions (Number of spontaneous mands (requests) per hour *Community outings
Discontinuous Measurement ✔✔The recording of samples of the behavior during the observation period *Observation period divided into intervals or sections of time *Data is recorded for the occurrence or non-occurrence of the behavior during each interval *Not all instances of behavior are recorded *Samples of behavior are recorded during specific intervals of time *Both continuous and discontinuous measures are commonly used in ABA Example When it is too difficult or not feasible to record every instance of the behavior *Behavior happens too frequently *Behavior does not have a clear beginning and ending *multiple behaviors occur at the same time *Observer has other students or tasks Whole Interval Recording (Time Sampling) ✔✔A measurement procedure which records if the behavior was present during an entire specified period of time (Used to measure if a desired behavior is increasing over time) ***A discontinuous measurement procedure where time is divided into intervals ***The behavior must occur consistently throughout each interval to be recorded as an occurrence ***Reported as a percentage of intervals that the behavior occurred EXAMPLE: *Observation session (120 minutes) If the target behavior occurs during the entire interval, the observer marks that the behavior occured Partial Interval Recording ✔✔A measurement procedure which records if the behavior occurred at any time during a specific time interval *Multiple occurrence within the same interval are scored as one *Reported as a percentage of intervals where the behavior occurs
Momentary Time Sampling ✔✔A measurement procedure which records if the behavior occurred at the very end of the specific time interval *observation period is divided into equal intervals of time *Behavior that occurs within each interval is disregarded for measurement *ONLY behavior occurring at the end of the interval period is recorded Trial by Trial Data ✔✔A data collection procedure which records the learners response to a specific stimulus/SD on a trial by trial basis *Typically used during DTT (Discrete Trial Teaching) and other structured learning formats 4 Types of responses ✔✔(1) Correct, (2) Incorrect, (3) Non-response, (4) Prompt Permanent Product Data ✔✔A procedure where the durable or physical outcome produced by a behavior is measured to assess behavior change Task Analysis ✔✔The process of breaking down a complex behavior into singular SD-response components Task Analysis Data Collection ✔✔The recording of individual responses that the learner engages in while completing a complex behavior chain Generalization ✔✔Behavior change that occurs within untrained situations or conditions *Behavior change starts to occur in other settings other than the instructional setting Types of Generalization ✔✔Response maintenance Stimulus generalization Response generalization Maintenance ✔✔Continued performance of a response after it was first learned
