Ch 26 Flashcards
the operant contingency that is being manipulated has been identified as a variable that maintains the problem behavior
Function based antecedent intervention
intervention that does not use variables that have been identified to maintain the problem behavior
Default antecedent intervention
the effects of the intervention do rely on the consequences of the target behavior. An example of contingency- dependent interventions would be stimulus control interventions
Contingency dependent antecedent interventions
the effects of the intervention do not rely on consequences of the target behavior. An example of contingency-independent interventions would be default antecedent interventions
Contingency- independent antecedent interventions
-reinforcement is delivered on a time interval, either fixed or variable and does not depend on the student’s behavior
-may help to decrease certain target behaviors because reinforcement is delivered often and not contingent on any behavior
Non contingent reinforcement (NCR)
Types of NCR
-NCR with positive reinforcement
-NCR with escape
-NCR with automatic reinforcement
when the student is given positive reinforcement in the form of what is maintaining the target behavior (attention, tangible, etc.) on a fixed of variable time schedule
NCR with positive reinforcement
on a fixed or variable time schedule the student with receive a break or escape from the activity that produces escape behavior
NCR with escape
The students can have free access to certain preferred toys throughout the day/ session
- used to help decrease behaviors such as SIB
NCR with automatic reinforcement
One type of default antecedent intervention is called antecedent exercise. In this intervention, the student completes some kind of exercise such as walking, dancing or running before they complete the low-p task. After they complete the exercise, the task is then presented to them. Another type of default antecedent intervention is restraint. This is when the student is physically restrained, and they are unable to engage in the problem behavior. There are three different types of restraint. The first is “personal restraint” which means a caregiver physically holds the student, so they are not able to engage in the problem behavior. The next type is “physical equipment restraint.” In this type, equipment such as helmets and protective gloves are worn by the student to prevent injuries or damage caused by the problem behavior. The last type is called “self-restraint” which usually involves students with SIB. The student restrains themselves from engaging in the behavior. For example, the book describes how a student sits on their own hands to prevent head hitting behavior.
Two types of default antecedent strategies
The first is to correctly identify the type of reinforcement maintaining the problem behavior, whether it is negative, positive, or automatic reinforcement. This can be done through a functional behavior assessment. Next, emphasizing the NCR condition can make the NCR more effective. This means increasing the reinforcing stimuli to higher levels in the contingent conditions than the non-contingent conditions can make the NCR more effective. The next procedure that increases the effectiveness of the NCR is the choice of time schedule when first implementing the NCR. It is recommended to start with a dense schedule so that the student receives the reinforcer frequently at the start of the intervention. It is also important to carefully thin the NCR schedule and not to do so until the problem behavior has been reduced.
using NCR effectively
use high-p tasks that are already in the learner’s repertoire. These tasks should be very short to complete and used frequently in their repertoire. Next, the high-p demands should be presented to the student quickly, one after the other. Right after reinforcement is provided for the high-p demand, the low-p demand should be presented. Once the student completes the low-p demand they should be praised for their compliance. Lastly, to increase effectiveness of the high-p instructional sequence, potent high-quality reinforcers should be used and given to the student directly after complying with the requests.
using high p low p effectively
FCT sequence effectively is to make sure that the alternative behavior produces access to the same reinforcer that is maintaining the problem behavior. Also, this reinforcer should be given on a continuous schedule of reinforcement when first implementing the communication training. Next, any use of verbal prompts should be removed or thinned once the intervention is established. The effectiveness of FCT can be increased when it is used with other interventions such as time-out or extinction. Lastly, it is important to thin the schedule of reinforcement once the communicative response is established.
using FCT effectively
