Module 4 Flashcards
reinforcement
behavior is followed closely in time by a stimulus event and as a result the future frequency of that type of behavior
reinforcer
a stimulus
reinforcing
property of a stimulus
reinforcement
operation: delivery of consequences when a response occurs
and a process: the increase of responding that results from reinforcement
reinforce
operation and process
positive reinforcement
when response is followed by a stimulus and as a result similar responses occur more frequently in the future
positive reinforcer
the stimulus presented as a consequence and responsible for the subsequent increase in responding
negative reinforcement
occurence of removal, termination, reduction or postponement of a stimulus which leads to an increase in the future occurence or response
negative reinforcer
stimuli whose removal strengthens behavior
unconditioned reinforcers
a stimulus that can increase the future frequency of behavior without prior pairing with any other form of reinforcement
referred to as primary
conditioned reinforcers
a perviously neutral stimulus that has acquired function of reinforcer through stimulus-stimulus pairing
secondary
generalized conditioned reinforcers
having been paired with many unconditioned and conditioned reinforcers does not depend on a current EO for any particular form of reinforcement for its effectiveness
differential reinforcement
DRA: alternative behavior DRO: other behavior DRL: low rates DRI: incompatible DRH: high rates DRD: diminishing rates
automatice reinforcement
some behaviors produce their own reinforcement independent of the mediation of others
premark principle
making the opportunity to engage in a behavior that occurs at a relatively high free operant (or baseline) rate contingent on the occurence of low-frequency behavior will function as reinforcement for the low-frequency behavior
variables affecting reinforcement
motivation
- satiation, deprivation
motivating operations
- establishing, abolishing
immediacy
- reinforcer must immediately follow response
- fade over time
set an easily achievable initial criterion for reinforcement
use high quality reinforcers
use varied reinforcers
use direct reinforcers
combine response prompts with reinforcement
reinforce each occurence initially
use contingent attention and descriptive praise
gradually increase response- to reinforcement delay
gradually shift from contrived to naturally occurring reinforcers
some useful domains
edible-can lead to satiation sensory tangible activity social
4 schedules of reinforcement
fixed-interval
variable-interval
fixed-ratio
variable-ratio
schedule of reinforcement
continuous: reinforcer after every occurence
intermittent: reinforcing target response occasionally
fixed-interval
time based: reinforcement delivered after a specific amount of time
time period is fixed
reinforcer delivered contingent upon the first behavior following the time period
results in a scallop pattern of responding
- more responses as the time period elapses
variable-interval
time baed
time period is variable
reinforcer delivered contingent upon first behavior following the time period
results in a consistent rate of responding
fixed ratio schedule
response based
requires completion of a specified number of responses to produce a reinforcer
results in rapid rates of responding
variable-ratio
response based
requires a completion of a variable number of responses
results in rapid rates of responding
Complex schedules
progressive concurrent multiple mixed tandem
preference assessments
formal: ahead of time prior to teaching
informal: not done ahead of time. done in context of teaching
important for those who cannot indicate what they want
Graff and Krasten
surveyed 402 professionals
32% were BCBA or BCaBAs
89% used in the course of intervention
Informal Interviews
interviewing the student, teacher, caregiver
face-face or filling our an assessment
- reinforcer assessment
-school reinforcement survey schedule
generates a list of potential reinforcers
provides choice
shown to be unreliable
Free Operant preference assessment
free access to a variety of stimuli for a duration of time
no stimuli are removed
record duration or interaction/engagement
provides a hierarchy/rank of preferences
shorter than formal preference assessments
results in lower levels of aberrant behavior
Free operant video
told em to go play and you sit back and relax
watched what he played with and you can determine some potential items that are used as enforcers
multiple stimulus without replacement (MSWO)
present a number of stimuli to the student
pre-exposure to stimuli
have them play with the stimuli and you can teach them how to
components:
1. arrange full array of stimuli
2. instruct student to select one
3. student interacts for period of time (time reasonable for activity)
4. stimulus is removed
5. repeat steps 1-4
provides a hierarchy
- shows most preferred item to least preferred they would like to play with
Multiple stimulus with replacement
similar to above, but,
paired stimulus preference assessment
a choice between two stimuli pre-exposure to stimuli components: 1. present two stimuli 2. instruct student to select one 3. student interacts for period of time 4. repeat steps 1-3 until all stimuli paired Best to conduct multiple assessments Randomize placement creates a hierarchy typically longer then msw(o) can result in problem behavior because they do not want to give up the item
In the moment reinforcer analysis
no formal preference assessment done ahead of time
in the moment assessing what can be a potential reinforcer in the moment and evironment
- verbal and non-verbal behavior
- frequency of delivery
- ability to conidtions
look at data to see what stimuli to use
clinical judgement
interfering behaviors: some items may interfere
verbal behavior: are they saying they want it
non verbal: are they smiling or frowning? body language?
receptive: hesistant or take ti eight away?
playing style: do they know how to play with it? are they having fun?
age appropriate: item age apps. to the learner
recent performance and past: is behavior changing? if not then we don’t have a functional reinforcer
health benefits: is it unhealthy physically? too much sugar and calories
socialization: can you use it as a single person or part of a game
novelty
conditioning
overall number: how many times did you give them the reinforcer? deprivation or satiation?
location: can be used in specific areas?
Conditioning Reinforcers
food is often used, that not healthy man
Age inappropriate reinforcers
things like barney and the wiggles problem because: self fulfilling prophecy not expanding on limited interests- with autism there is often only selected interests and you need to have them increase their interests so they can socialize Bullying
Conditioning reinforcers
taking a non preferred stimulus and make them preferred as a reinforcer
does not require systematic intervention:
money, wine, baseball
individuals with asd does require systematic intervention: must condition the reinforcers
methods to condition reinforcers
pairing: neutral (un preferred) stimulus and pair with an established reinforcer
observational learning: watching others access stimuli
10 commands of reinforcement
- must use it: tangible items and social praise
- preferences do not equal reinforcers: it’s a functional reinforcer if behavior increases as you present it
- must be made contingent: on that target behavior
- reinforcement does not equal food
- reinforcement may have to be conditioned: overtime
- The concept of reinforcement might have to be taught
- reinforcement is for skill acquisition and more importantly for reduction of aberrant behavior
- Reinforcement needs to be thinned: thinning schedule- looks like a vending machine
- Reinforcement does not equal bribery: bribery- promised reinforcement if behavior stops. reinforcement- student uses appropriate behavior and receives reinforcement
problems with bribery: usually works, reinforces disruptive behavior, it facilitates negotiation, it reduces independence - Must be age appropriate reinforcers
Reinforcement Peeves
- Free access: must be sure the children are not getting items freely but that it is contingent upon their behavior
- used to entice: not bribery but bribery land.
- Reinforcement schedule not thinned
- not having it ready
- comments don’t match performance/ behavior (your verbal behavior must match their performance)
- not rotating out (want a lot of toys, items, tangibles)
- not creating (make neutral items preferred)
- formal preference assessments
Token economies
commonly implemented
student earns tokens contingent upon target behavior
tokens are then exchanged for terminal reinforcer in the end
examples:
diminishing field, competitive token economy, level system
tokens
not weird but natural as possible
can take many forms
terminal reinforcers
vary
could be differential
delivering tokens
higher quality= more tokens
exchange rates
depends upon the rate of behavior
token economies: traditional approach
determine target behavior(s) determine criterion for token delivery determine exchange rate ensure quality "time-in" must be trained start with fewer tokens move to more tokens make sure the student is aware they are getting/losing tokens should be able to cash in
Rainbow tokens
- A conjugate schedule of reinforcement (continuous)
- tokens movements towards the board is contingent upon target behavior
- tokens movement stops or restarts contingent upon other behavior
Magic number system
learner is getting tokens throughout session. learner cashes in for preferred items
