Quiz 3 Flashcards
4 types of positive reinforcement
1) Primary reinforcers
2) Social reinforcers
3) Conditioned generalized reinforcers
4) Feedback
4 types of reinforcement schedule
1) Continuous
2) Intermittent
3) Fixed ratio/interval
4) Variable ratio/interval
Positive reinforcement should be ____
natural and rewarding
Goal of positive reinforcement/rationale
A consequence to increase the frequency of the behavior
Primary reinforcers
A biological or physical response.
Food, candy, or drink is provided as a reinforcer.
Typically used with a severely impaired client.
Things to remember with primary reinforcers
- Should never be used alone, incorporate social reinforcer.
- Ask about any food allergies.
- Make sure the client does not receive the reinforcer food/drink at home, so it is more rewarding in session.
- Remember choking hazards and size.
A 4 yr old is getting Swedish fish as a reinforcer, what do you do?
Break up the Swedish fish into smaller pieces so the client does not get immediately full and it does not take them too long to eat it.
Social reinforcers
the most natural of positive reinforcers
Social reinforcers can be ____ or ____
Verbal or non-verbal
Problems with non-verbal social reinforcers
Can be ambiguous and the client could not like physical touch.
Best solution to problem of ambiguity for non-verbal social reinforcers
Pair it with verbal reinforcement
Conditioned generalized réponses
A token system.
Can be done with stickers, marbles, etc.
They are getting something because they are doing a desired behavior.
Factors to remember about conditioned generalized responses
- Find out what’s rewarding to the client.
- Have them pick what their reward will be.
- Do not make it unachievable (like saying they need to get 15 tokens when they can only realistically get 10).
- Rewards don’t have to be materialistic.
Feedback
Given in the consequential.
Should be continuous. Clinician needs to tell client what they did right or wrong.
Feedback is best for a ____ client
Adult
Feedback factors
- Is good for adults, since it explains why we are working on something, how they can fix it, etc.
- Should be given in a social and conversational manner.
- Should be as natural as possible.
- Ongoing.
- Could be positive or negative.
Continuous
1;1, means for every attempt the client makes, we respond to it.
Continuous factors
- Doesn’t matter if it’s positive or negative words.
- Necessary for early therapy or a really difficult goal later in therapy.
Intermittent
Reinforcement given at random times with no rhyme or reason.
Intermittent factors
- Some behaviors are reinforced and others aren’t.
- This comes after the client has been in therapy for awhile.
- Could strengthen a goal since reinforcement is more rewarding when inconsistent.
- Used in conversational goals.
Fixed ratio/interval
Ratio is the number of responses and intervals is time.
Fixed ratio/interval factors
- Sometimes hard to keep track of in therapy.
- More concrete for a new clinician.
Used with conditioned generalized reinforcers most often.
Fixed ratio
FR is used with socially reinforcement after a specific number is responses.
Fixed interval
FI means that after a specific you would reinforce.
Variable ratio/interval
VR means not set number of responses, so something like “every five or so responses” would be used.
VI means on or about every five minutes.
Behavior management
Things done to decrease a behavior and its frequency.
Things to remember about BM
- Just because we may not like a behavior does not mean it’s disturbing therapy.
- Caregiver should be on board to eliminate the behavior.
- Caregiver might be the problem, so we might have to do a care plan with them.
Types of behavior management
Direct and Indirect
Direct
a consequence is placed directly on the behavior to be decreased.
Types of Direct BM’s
- Stimulus presentation
- Stimulus withdrawal
Stimulus presentation
presenting a stimulus immediately after a response is made
Type of stimulus presentation
- Punishing stimulus
Punishing stimulus
- Decrease the future probability that something is going to happen.
- Focuses on behavior wanted to decrease.
- Do not use an angry or firm tone.
- Use immediately after behavior happens.
- “Stop hitting me”
Types of stimulus withdrawals
- Timeout
- Response cost
- Extinction
Timeout
A period of time in which all reinforcing events are taken away/suspended. Don’t talk to them or include them in anything.
Types of timeout
Exclusion and non-exclusion
Exclusion timeout
Student/client is removed from the activity and setting. Put the client sitting away from anything.
Can be hard because if they have a toy on their person then it would not be a reinforcement.
Non-exclusion timeout
Take away anything reinforcing but have them stay where they are, no movements.
Response cost
The token system on the flip side. We are decreasing something every time a behavior occurs.
Response cost types
- Lose only
- Earn and lose
Lose only
You start put with a certain number of items and the client loses an item whenever a behavior occurs.
Have to be careful choosing the number, make it achievable.
Earn and lose
Client can lose an item but they can also earn it back.
It is an ongoing up and down system.
More motivating than the lose only.
Hiding the numbers from the child will help behavior.
Extinction
A.k.a ignoring.
As long as it is not harmful to the client or others, we can ignore it.
Indirect
Placing a consequence on a desirable behavior in hopes that it will decrease an undesirable behavior.
Types of indirect BM’s
- Differential reinforcement
- Other
Differential reinforcement
Primary indirect strategy. Reinforcing a different thing.
DRO (differential reinforcement of other behavior)
The broad term for indirect strategies. No rhyme or reason to it, but we just choose any behavior we find positive.
Reinforcing the child for not exhibiting a specific undesirable behavior.
Ex., “I really like how you are keeping your hands to yourself today!”
DRI (Differential reinforcement of incompatible behavior)
Reinforcing a behavior that can not ever be done if they are doing the other behavior.
Ex., if they are sitting in their chair instead of running around the room.
DRA (differential reinforcement of an alternative behavior)
Specifying/reinforcing an alternative to what they are doing.
Ex., If they like taking my cards and ripping them, I reward them for taking my cards and putting them away.
Other
Specifically client oriented
Types of other BM’s
- Behavioral momentum
- Surprising stimulus presentation
Behavioral momentum
We are gonna keep going with the lesson once they behave, so if they are running around and finally sit down, then we reward that by keeping the lesson going.
Surprising stimulus presentation
Like slamming the table to grab the clients attention. It will cause the behavior to cease, even for just a moment.
