Establishing Behavior

A

Antecedent Behavior Consequence

CB

INCREASE OR

MAINTAIN A

BEHAVIOR

REDUCE A

BEHAVIOR

ESTABLISH

A

BEHAVIOR

Haus & Polsgrove, 1980

Antecedents Consequences Antecedents Consequences Antecedents Consequences

Instruction

Modeling

GuidedParticipation

Shaping Cueing Contingency

PremackPrinciple

ManagementStimulusControl

Extinction

Punishment

ReinforceCompetingBehavior

CONCEPT ANALYSIS OF

BEHAVIORAL CHANGE

ESTABLISH

ABEHAVIOR

Antecedents Consequences

Instruction

Modeling

GuidedParticipation

Shaping

We must make the assumption that when we ESTABLISH a behaviorwe will be replacing an existing behavior.

Direct Instruction Assumption:

– It is more important to develop instructional sequences that systematically teach students essential skills than to spend time attempting to understand the inner workings of the mind, temperaments, and developmental levels

Key Principle:– both the curriculum materials and teacher

presentation of these materials must be clear, unambiguous, and directly related to the terminal objective

Critical Features of Direct InstructionAn explicit step-by-step strategy must me developed (task

analysis)

Development of mastery at each step in the process

Strategy (or process) corrections for student errors

Gradual fading from teacher directed activities toward independent work

Use of adequate, systematic practice with range of examples

Cumulative review of newly learned behaviors and concepts

Instruction Discrete Behaviors: rarely do we want to teach a

behavior in isolation. Most terminal objectives involve a complex set of behaviors that must be complete in sequence

Chaining - the performance of a series or sequence of individual behaviors to achieve a complex behavior. Example: appropriately entering a classroom

Step 1 Walking into the classroom Step 2 Hang up their coats Step 3 Putting their lunch boxes into their lockers Step 4 Sitting at their desks

B Walk into classroom SD

B Hang up coat SD

B Put lunch box away SD

B Sit at desk SD

Task Analysis

most skills are composed of chains of behavior

most skills occur in a consistent sequence

task analysis is the process and product of identifying component behaviors in their chains

no firm rule exists for determining the number of component behaviors that should be included in a task analysis

– should begin with a predictable stimulus (SD)

– should end with a reinforcing consequence (R+)

Task Analysis - example

leaves work area and go to sinkturn on waterwet handspick up soaprub soap on other handput soap downrub hands togetherrinse handsturn off waterdry hands on towelhang up towelgo to eating area

EAT FOOD

"Time to eat lunch."

Chaining Chaining is the learning of a series of behaviors to complete a complex act

Each link in the chain serves as a cue for the next response in the chain

Types of Chaining– Forward Chaining– Total Task Presentation– Backward Chaining– Backward Chaining with Leap Ahead

Forward Chaining the sequence of behavior identified in the task analysis

is taught in temporal order

reinforcement is delivered when the predetermined criterion for the first behavior in the sequence is achieved

thereafter, reinforcement is delivered for criterion completion of Step 1 + Step 2

each succeeding step requires the cumulative practice of all previous steps

instruction of each step may include:– modeling and demonstration– guided participation– prompting– none

as each successive step is mastered the reinforcement schedule is decreased

– continuous– fixed ratio– intermittent– none

advantage: mastered skills are practiced disadvantage: terminal consequence delayed

Forward Chaining (cont)

Task Analysis Assessment of Hand Washing: forward chaining

turn on water - - - -wet hands + + + +pick up soap - + + +rub soap on other hand - - + +put soap down - - - +rub hands together - - - -rinse hands - - - -turn off water - - - -dry hands on towel - - - -hang up towel - - - -

Step Behavior 10/1 2 3 4

Total Task Presentation variant of forward chaining

total chain is presented with trainer assistance provided with any step that the individual is not able to perform

chain is trained until the individual is able to perform all of the behaviors in sequence to criteria

direct instruction of individual behaviors is provided as in forward chaining

advantage: all steps in the task are practiced during each presentation - instruction session

disadvantage: time

Task Analysis Assessment of Hand Washing: total task

turn on water - - - -wet hands + - + +pick up soap - - + +rub soap on other hand - - + +put soap down - - - +rub hands together + + + +rinse hands - - - -turn off water - + + -dry hands on towel - - - +hang up towel + - + -

Step Behavior 10/1 2 3 4

Backward Chaining all tasks identified in the task analysis are first completed by the

trainer, except for the final behavior

when the learner performs the final behavior to successfully, reinforcement is delivered

subsequently, reinforcement is delivered when the next to last behavior + last behavior is performed

etc.

advantage: individual is reinforced for task completion at a hierarchical level (sequence)

disadvantage: limited practice in early steps

Task Analysis Assessment of Hand Washing: backward chaining

turn on water - - - -wet hands - - - -pick up soap - - - -rub soap on other hand - - - -put soap down - - - -rub hands together - - - -rinse hands - - - +turn off water - - + +dry hands on towel - + + +hang up towel + + + +

Step Behavior 10/1 2 3 4

Backward Chaining with Leap Ahead

variant of backward chaining

"splinter skills" may be demonstrated

reinforcement still dependent upon completion of terminal step

advantage: allows learner to independently practice mastered skills thereby speeding up learning

disadvantage: needs close monitoring and withholding of reinforcement

Task Analysis Assessment of Hand Washing: backward chaining

turn on water - - - -wet hands - - + +pick up soap - - - +rub soap on other hand - - - -put soap down + + + +rub hands together - - - -rinse hands - - - +turn off water - - + +dry hands on towel - + + +hang up towel + + + +

Step Behavior 10/1 2 3 4

Factors Affecting the Performance of a Behavioral Chain

completeness of the task analysislength or complexity of the chainschedule of reinforcementschedule of nonreinforcementstimulus variationresponse variationstaffing/supervision patterns

Self-Instruction

a process of providing one's own verbal prompts

– necessary when discriminative stimuli are insufficient to set the occasion for the required response

– talking yourself through a multi step sequence of activities

" i before e except after c" ABC song verbalizing preconditions to use as a checklist

Self-Instruction (Meichenbaum and Goodman, 1971)

An adult model performed a task while talking to himself aloud (cognitive modeling)

The student performed the same task under the direction of the model's instruction (overt, external guidance)

The student whispered the instructions to himself as he went through the task (faded, overt self-guidance)

The student performed the task while guiding his performance via private speech (covert self-instruction)

Cognitive Modeling– Teaching the problem solving / decision making thought process

– Problem definition What is it I have to do? - Get out of this fight situation or get ready to fight? Choose the alternative - get out of the fight

– Focusing attention on the response guidance What can I do? Run or Talk (Carefull - choose the right words - Stop and Think!

"I don't really want to fight - this problem is really no big deal.")

– Self reinforcement OK - Good, I'm doing fine -not in a fight yet.

– Self evaluation coping skills and error correction Did I succeed? Yes - what did I do right? No - what should I change next time?

Behavioral Shaping

the process by which one systematically and differentially reinforces successive approximations to a terminal behavior

differential reinforcement means that one member of a response class is reinforced, while other members are not

successive approximation is any intermediate behavior that is a prerequisite component of the terminal behavior

topography of a behavior includes: intensity, duration, and rate (amount)

Behavioral Shaping (cont) The efficiency of behavioral shaping can be increased by using:

– a discriminative stimulus, – a physical prompt, or – an imitative prompt

Guidelines:– select terminal behavior– determine criterion for success– identify first behavior to reinforce– eliminate interfering stimuli– proceed in limited gradual steps– link behaviors to terminal behavior

SPED 638

Increasing or Maintaining Behavior

INCREASE OR

MAINTAIN A

BEHAVIOR

REDUCE A

BEHAVIOR

ESTABLISH

A

BEHAVIOR

Haus & Polsgrove, 1980

Antecedents Consequences Antecedents Consequences Antecedents Consequences

Instruction

Modeling

GuidedParticipation

Shaping Cueing Contingency

PremackPrinciple

ManagementStimulusControl

Extinction

Punishment

ReinforceCompetingBehavior

CONCEPT ANALYSIS OF

BEHAVIORAL CHANGE

INCREASE OR

MAINTAIN A

BEHAVIOR

Antecedents Consequences

Cueing Contingency

PremackPrinciple

Management

We must make the assumption that when we INCREASEa behavior we will be replacing an existing behavior.

Prompts or Cues

Prompts or Cues antecedent stimuli that supplement discriminative stimuli in order to produce a specific target behavior

the assistance provided to the learner after the presentation of the instructional stimulus, but before the response

usually a temporary instructional aid and should be systematically phased out as soon as possible

Effective Prompting

Prompts should focus student attention on the SD

Prompts should be as weak as possible

Prompts should be faded as soon as possible

Unplanned prompts should be avoided

Least Intrusive

Most Intrusive

Visual

Verbal

Modeling

PhysicalGuidance

Fade Toward

Natural

Eliminating Prompts Discriminate Stimulus Training

Time Delay Systems– gradual increase in time prior to prompt

Fading

– physical prompts– visual prompts

Contingency Management

Positive Reinforcement, Contracting, and Token Economies

Contingency Management Contingency

– a precise definition of the limits and range of response topographies that will produce

– a specified consequence and– the environmental situation

Management– external control of events

Contingency Management– the external management of environmental stimuli that

serve as reinforcers for behavioral performance

Contingent Positive Reinforcement

Positive Reinforcement The process of reinforcing an appropriate target behavior in order to increase the probability that the behavior will recur

– it is responsive to the child's natural need for attention and approval

– it decreases the probability that the child will exhibit inappropriate behavior in an effort to obtain needed attention

Essential Rules when using Positive Reinforcement

FIRST– when a child is initially exhibiting a new appropriate

behavior, it must be positively reinforced each time it occurs

SECOND– once the target behavior is established at a

satisfactory rate, the child should be reinforced intermittently

Steps in the Use of Positive Reinforcement

Carefully select a target behavior (do not attempt to reinforce every positive behavior a child exhibits

Observe the child's behavior to ascertain when he or she engages in the behavior

During the initial stage, reinforce the behavior immediately after it is exhibited

Specify for the child the behavior that is being reinforcedWhen reinforcing, speak with enthusiasm and show interest in the

child's behaviorWhen appropriate, the practitioner may become involved in the

child's behavior, that is, give the child helpVary the reinforcer

Shea & Bauer, 1987

Contingency or Behavioral Contract

Contingency or Behavioral Contract

an agreement that specifies a contingent relationship between the completion of a specified behavior and access to, or delivery of, a specified consequence

quid pro quo agreements

explicit and negotiated

verbal or written

Basic Components of a Contract Task

– who– what– when

Consequence– who– what– after– how much

Task Record

contractThis is to certify that: George Haus

Will: complete and turn in his daily in-school spelling exercise.

For completing: completion of work - 100 pts. on-time turning work in - 100 pts. grade of 90-100% - 200 pts. 80-89% - 100 pts. 70-79% - 50 pts. 60-69% - 25 pts. 0-59% - 5 pts.

Points may be spent on FRIDAY of each week.

______________ teacher______________ student______________ contract dates

official

George Haus

Mr. Bingo

Jan 1 - Jan 30

1,000 pts. = special privilege PASS CARD 500 pts. = Percent Ticket 100 pts. = 5 free minutes

How do Contracts Work Positive Reinforcement

– addition of something wanted

Negative Reinforcement– removal of something not wanted

Rule-Governed Behavior– specificity generalizes to reality

Desirable Aspects of Contingency Contracting

a positive reward-based management systema way for teachers to individualize contingencieshelp teachers and parents remain consistenta good method for involving parents and significant others in the

student's programencourages active participation and self-determination by the

studentcan be used to teach independence and self-controla fairly simple behavior change intervention that can be

implemented by non professionalsparticipants usually like it

Essential Elements of a ContractTask description is presentDescribed task is observableWhen the task will be accomplished is indicatedHow much of the task or how well a task will be performed is

indicatedReward description is presentWhen the reward will be delivered is indicatedHow much of the reward will be delivered is indicatedReward is indicated to occur at a time after the task has been

completedAmount of reward is appropriate for the task

Token Economy

Token Economy behaviors to be reinforced are identified and defined

a medium of exchange is selected; that medium of exchange is a symbol called a "token"

backup reinforcers are provided that can be purchased or exchanged with the token

Tokens function as "generalized conditioned reinforcer"

– paired with a wide variety of backup reinforcers

token generalized to reinforcer - not the behavior or setting

used to bridge the "time gap" between performance and reinforcement

used to bridge the "setting gap" between the delivery of reinforcement and behavior performance area

Rules for Establishing a Token Economy

Select a target behaviorConceptualize and present the target behavior as a "what to do" not

"what not to do"Post the rules and review them frequentlySelect an appropriate tokenEstablish reinforcers for which reinforcers can be exchangedDevelop a reward menu and post it. Include exchange ratio.Implement the token economy on a limit basis initially.Provide immediate reinforcement for acceptable behaviorGradually change from a continuous to a variable schedule of

reinforcementProvide times for students to exchange tokens for rewardsRevise the reward menu frequently: Content and Ratio

Procedures for Implementing a Token Economy

Selecting Tokens Defining Rules and Behaviors

– observable, measurable, criteria for successful completion, easy to hard, prerequisite skills

Select Backup Reinforcers– naturally occurring activities– artificial activities - tangible items

Establish Ratio of Exchange Establish General Procedures Field Test

Point Card

1 2 3 4 5 6 7 8 9 1011 12 13 14 15 16 17 18 19 2021 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 4041 42 43 44 45 46 47 48 49 50

Student Name: ________________________ Date: ________

Point Tally Form

Monday

Tuesday

Wednesday

Thursday

Friday

9:00 - 9:15

9:15 - 9:30

10:00 -10:30

10:30 -10:45

10:45 -11:30

11:30 -12:00

Work period Readiness Social Work Work Comments Behavior Effort Success

Point Card for Multipurpose Token Economy

Student Name: ________________________ Date: ________

**

** **

Premack Principle

Premack Principle

A principle stating that any high-probability activitymay serve as a positive reinforcer for any low-probability activity.

Low Probability High Probability Activity Activity

Reducing Behavior

Stimulus Control, Punishment, Differential Reinforcement

INCREASE OR

MAINTAIN A

BEHAVIOR

REDUCE A

BEHAVIOR

ESTABLISH

A

BEHAVIOR

Haus & Polsgrove, 1980

Antecedents Consequences Antecedents Consequences Antecedents Consequences

Instruction

Modeling

GuidedParticipation

Shaping Cueing Contingency

PremackPrinciple

ManagementStimulusControl

Extinction

Punishment

ReinforceCompetingBehavior

CONCEPT ANALYSIS OF

BEHAVIORAL CHANGE

REDUCEA

BEHAVIOR

Antecedents Consequences

Stimulus Control

We must make the assumption that when we DECREASEa behavior we will cause another behavior to increase.

Reinforcement of CompetingBehavior

Extinction

Time-out

Punishment

Restitution

Satiation

Antecedents to Inappropriate Behavior

Frustration due to:– response ignorance– complex materials, lacking in appropriate behavior– lack of functional vocabulary to communicate– goal or performance interruption

Understimulation: Boredom– being ignored– meaningless repetition beyond criterion– nonfunctional activity– pacing too slow

Overstimulation– environment– rate of physical prompting or verbalizations– pace of activity

Environmental Expectations or Models

Functions Served by Inappropriate Behavior

Attention Seeking– a communication attempt to indicate needs and wants– historical/current pattern of positive reinforcement resulting in a means to access

people, object, event– inconsistent pattern of reinforcement or punishment

Means of Escape/Avoidance– internal stimuli: ear ache, sinus pain, hunger, constipation, etc.– external stimuli: touching, difficult task, change of routine, noise, heat, etc.

Sensory Feedback/Stimulation– to obtain reinforcement from internal stimulation

Nature of current reinforcement desirability, quantity, intensity, scheduling, etc.

Stimulus Control

Stimulus Control An inappropriate behavior chain (e.g., nail biting, smoking,

encopresis) can be broken if the initial SD is determined and an alternative SD is substituted

The first SD is a chain sets the occasion for the first response, which, in turn, terminates that S and produces the onset of the second SD; and so the chain continues

if the first SD becomes less likely, the whole chain becomes less likely

to break an inappropriate chain, the cues for not emitting the initial behavior in the chain must be stronger than the initial cues that prompted the behavior in the first place

D

Stimulus Control (cont)

take break go to smoke physical from class office satisfaction

look at emotional picture satisfaction of kids

go to talk withhall students

Reinforcement of Incompatible Behavior

Differential Reinforcement

Differential Reinforcement of Alternative or Incompatible Behavior (DRA & DRI) underlying principle is that you can weaken a maladaptive behavior by strengthening an alternative behavior in its place

incompatible behavior– cannot be just any behavior - it must be mutually exclusive

with the maladaptive behavior or must directly compete with it (in-seat vs. out-of-seat, talking vs. not talking)

alternative or competing behavior– are not mutually exclusive - it may be possible to perform

both behaviors at same time

DRA & DRI Advantages:

– they are positive approaches to behavior reduction without any negative side effects

– popular with change agents because desired behavior is increased

– logical - teach what you want not get rid of what you don't want

Disadvantages:– requires a high degree of management to

establish new behavior withhold reinforcement for maladaptive behavior

Differential Reinforcement of the Omission of Behavior (DRO)

student earns reinforcement for not engaging in the maladaptive behavior for a specified interval of time

may be Momentary DRO (MDRO) or Whole-Interval DRO (WDRO)

Advantages:– new behavior not established, shaping procedures available,

low management

Disadvantages:– replacement behavior not specified or controlled

Extinction

Extinction occurs when you withhold or remove the reinforcer maintaining a behavior

is a procedure that gradually reduces the frequency and/or intensity of a target behavior by withholding reinforcement from previously reinforced behavior

extinction can be used to eliminate the connection between the behavior and the positive consequences that follow it

Extinction (cont) Extinction REQUIRES complete control of the reinforcer

– consistency is the most important factor related to the efficacy of extinction

– in most cases, extinction is only effective in reducing behaviors that are motivated by attention from the teacher/parent/caregiver

Other factors affecting resistance to extinction– the schedule of reinforcement that previously maintained the

behavior– the amount of strength of the previous reinforcer– the length of time of the previous behavior-reinforcer association– the frequency of use of extinction with the student: more the

better

Extinction (cont) Advantages

– may be effective without the use of physical or verbal consequences

– no use of aversive consequences/punishment– effects tend to be long lasting– when combined with DRI or DRA very effective

Disadvantages– temporary increase in behavior expected at start– child frustration– difficult to chose appropriate behavior to use extinction with– must have consistency between and among caregivers and

peers (environment)

Time-Out from Positive Reinforcement

Time-Out the removal of a child from an apparently reinforcing

setting to a presumable nonreinforcing setting for a specified and limited period of time

Types of time-out:– nonexclusion

time-out ribbon planned ignoring removal of specific reinforcers observational

– exclusion seclusion isolation

Isolation Time-Out: Guidelines Duration of time-out

– 2-minutes– 4-5 maximum– never more than 10

Caregiver must be able to clearly observe child Child should not be able to see caregiver Expectations for child's behavior should be clear Set timer for amount of time child is to spend in time-out

Setting should not be reinforcing - remember the purpose of time-out is to remove the child from reinforcement

Validate the reinforcement value of the "normal" environment

Time-Out Log

Child _________________________________________Supervisor ____________________________________Date _____________

Time Type Behavior before Behavior during Behavior afterEnters Leaves time-out time-out time-out

10:05 10:10 Verbal interruptions

Quite, watched class

Waited for turn

Tommy Jones

Ms. Smith

Friday, 3-30-02

ign

Type of TO: obs = observational ign = ignore sec = seclusion iso = isolation

Advantages of Time Out Easy to integrate with positive reinforcement program to increase appropriate behavior

Effects of T.O. process usually rapid

Nonexclusion T.O. may be employed without removing the child

T.O. viable alternative to more intrusive behavior reduction strategies

Potential Disadvantages of T.O. T.O. may be abused - duration & frequency

Caregivers may use it as a "break"

Frequent T.O. removes the child from the educational environment

Child may exhibit other inappropriate behaviors when caregivers remove positive reinforcement

Punishment

Punishment the addition of an aversive stimulus as a consequence of a behavior -

may be physical or psychological

the subtraction of something the child perceives as desirable - response cost

punishment by deprivation or response-cost is generally considered less harmful to the child and more effective intervention than the addition of physical or psychological aversive stimuli

the short-term effectiveness of punishment for decreasing behaviors is not disputed - punishment is effective for obtaining short-term goals

Punishment Reasons for avoiding the use of punishment:

– It does not eliminate but merely suppresses the behavior– It does not provide a model for the desired acceptable behavior– Aggression on the part of the practitioner presents an undesirable

model– The emotional results of punishment may be fear, tension, stress,

or withdrawal– The child's resulting frustration may result in further deviation

Punishment is associated with the punisher rather than with the unacceptable behavior

Punishment Commonly used punishments

– denying participation in scheduled activities– denying snacks– physical punishment– verbal punishment– having the child stand apart from the others– having the child wear a sign

If punishment is to be used: guidelines to use– specify and communicate the punishable behavior to the child by means of

classroom rules for behavior– post the rules where the children can see them; review them frequently– provide models of acceptable behavior– apply the punishment consistently, not whimsically– be fair in using the punishment– impose the punishment impersonally - do not punish when you are angry or

otherwise out of self-control

Punishment Loss of Privileges - response cost

Guidelines– Be sure the child understands the relationship between the target behavior

and the privilege to be lost– Be sure the child knows the punishable behavior and the consequence of

exhibiting it– When possible use natural or logical consequences– Apply the loss of privilege interventions fairly– Avoid warning, nagging, or threatening– Do not debate the punishable behaviors, the rules, or the punishment once

these have been established– Do not become emotionally involved, Don't feel guilty when the child loses a

privilege– Be consistent– Reinforce appropriate behavior; do not emphasize inappropriate behaviors

only

Punishment

Reprimands - to be scolded, "yelled at", "bawled out", or otherwise verbally chastised for exhibiting an inappropriate target behavior

Guidelines– Be specific. Tell the child exactly what inappropriate behavior is being

reprimanded– Reprimand the behavior, do not denigrate the child– Reprimand immediately– Be firm in voice and physical demeanor– If either the child or others may be harmed by the behavior, remove the child– Encourage the child to behave appropriately and include a statement of the

appropriate behavior in the reprimand– Be calm– When it is over, it is over.– Always observe the child's reaction to the reprimand to determine if it is

aversive.

Restitution and Overcorrection

Restitution & Restitutional Overcorrection

Restitution– a procedure that requires and individual to return the

environment to its state prior to a behavior that changed the environment

Restitutional Overcorrection– the child is not only required to perform restitution but

to "restore the situation to a state vastly improved from that which existed before the disruption."

If the Child: Restitution Restitution + Overcorrection

damages car pay for repair pay for new car

throws things pick up items thrown pick up all items on floor

makes a mess during clean play area clean entire roomplay or other activity

drops food on floor sweep up food sweep entire floor

writes on wall wash the writing wash entire wall

damages school repair property to repair property damagedproperty condition prior to and perform additional

behavior service to school property

Satiation

Satiation

the tendency for an act or stimulus to become less attractive to the subject upon

repetition

the decreasing or elimination of an inappropriate behavior as a result of continued and increased

presentation of the SD

reinforcement of the behavior

Must be implemented with a continuous or fixed reinforcement schedule

very helpful tool for decreasing behaviors that "appear" to be appropriate– pencil sharpening– putting paper in the waste basket– getting drinks of water– etc.

the end