Arranging Consequences That Increase Behavior EDSPE 527 Arranging Consequences That Increase Behavior

Arranging Consequences As teachers we are interested in arranging consequences to increase behavior A consequence that increases or maintains behavior is a reinforcer Consequence is only a reinforcer if it increases or maintains behavior

Naturally Occurring Reinforcement Reinforcement may occur naturally as people interact with their environment Receiving an “A” on a quiz after studying the night before increases the probability you will or will not study hard the next time you have a quiz Appropriate social behavior is positively reinforced by natural reactions of other people Turning on a fan on a hot day to become cool

Positive Reinforcement (SR+) The contingent presentation of a consequence immediately following a response that INCREASES the probability of the behavior occurring in the future Increases or maintains the future rate of behavior Administered contingently upon production of target behavior Administered immediately to establish contingently

Negative Reinforcement (SR-) The contingent removal of a consequence that INCREASES behavior The consequence that is removed is aversive to the person Does not teach student replacement behavior Not recommended in teaching because it requires the use of an aversive stimulus Peer pressure is an example

REMEMBER! Negative reinforcement is NOT punishment Punishment DECREASES behavior, while reinforcement (positive or negative) INCREASES behavior

Choosing Reinforcers Reinforcement history Conditions of deprivation Individual preferences

Reinforcing Sampling Ask Menu Present opportunities (single presentation, forced choice, multiple stimulus, duration sampling) Novel Natural Consider the age and interests of student

Things to Consider when Determining Reinforcers Novel Natural Consider the age and interests of student Using the Premack Principle

Primary Reinforcers Stimuli that have biological importance to an individual Unlearned Need to be in a state of deprivation Edibles Sensory

Satiation A state in which the student has had too much of the reinforcer so that its use is not likely to be reinforcing Student gets tired of a teacher always saying “Good job!” Depravation/satiation is often found in conditions is which….. Under what conditions often suffers from Satiation? mass trials

How to prevent satiation Vary reinforcer Shorten instructional session Switch to alternative reinforcer Decrease the size of reinforcer Use an array for student to choose Use schedules of reinforcement

Increase reinforcers’ effectiveness Contingent If …. Then Premack Principle- high-probability behavior is made contingent on the performance of low-probability behavior Example: IF you finish your math THEN you can have free time Immediate To avoid inadvertently reinforcing behavior Eventually introduce delay

Secondary (unconditioned) Reinforcers Stimuli that are initially neutral but acquire reinforcing qualities through pairing with a primary reinforcer social, activity, and generalized reinforcers

Secondary (unconditioned) Reinforcers How do secondary reinforcers gain their properties? pairing

Social Reinforcers A category of secondary reinforcers that includes facial expressions, proximity, contact, privileges, words , and phrases How do social reinforcers obtain reinforcing qualities?

Token Reinforcers Symbolic representations exchangeable for some reinforcer of value to students Points, stars, stickers Analogous to use of money in general society Used as transition between primary reinforcers and the natural community of secondary reinforcers Need tokens and backup reinforcers

Token Reinforcers To Start Must tell students Token reinforcers and back up reinforcers Must tell students What behaviors receive tokens What are the backup reinforcers What will it cost to get the backup When they can exchange for the backup

Token Reinforcers Be careful of: Desired outcomes Counterfeiting Accumulation of tokens Desired outcomes Changing the behavior that has been rewarded to the target behavior Move to a social reinforcer

Variations in Administration of Reinforcers Individual Group Group contingencies Peer Mediations

Schedules of Reinforcement Continuous (CRF): Delivery of reinforcement on a continuous basis Example: A child says “thank you” and the parent replies with “your welcome” Intermittent: Requires greater numbers of correct responses for reinforcement. Delivered under two schedules: ratio schedules and interval schedules. Example: A child makes his bed everyday in a week and the parent acknowledges when she sees it on Weds.

Schedules of Reinforcement Ratio Schedule: The number of times a target behavior occurs determines the timing of reinforcer delivery. (Fixed/Variable) Interval Schedule: The occurrence of at least one correct response plus the passage of a specific amount of time. (Fixed/Variable) Response-Duration: The continuous amount of time of a target behavior determines the delivery of a reinforcer. (Fixed/Variable)

Fixed –ratio schedule (FR) In a fixed-ratio (FR) schedule, the NUMBER of appropriate responses required for a reinforcer is held constant Variable-ratio schedule (VR) In a variable-ratio (VR) schedule, the number of appropriate responses required for reinforcement varies

Fixed-Interval schedule (FI) In a fixed-interval (VI) schedule, the interval of TIME is standard Variable-interval schedule (VI) In a variable-interval (VI) schedule, the interval of time varies

Fixed-response-duration (FRD) Student is reinforced following a completion of a specified number of minutes (or seconds) of appropriate behavior Variable-response-duration schedule (VRD) In a variable-response-duration (VRD) schedule, the amount of time required for reinforcement varies

What are the strengths and pitfalls of different schedules of reinforcement? You are teaching a child to add numbers, how often will you deliver reinforcement? You are trying to increase the fluency of oral reading in a child, what schedule of reinforcement will you use?

Thinning schedules of reinforcement Making reinforcement gradually available less often or contingent on greater amounts of appropriate behavior Helps decrease dependence on artificial reinforcers and helps learn to delay gratification Beware of Ratio Strain When the schedule has been thinned so quickly that the ratio for correct responding and reinforcement is too large

Ratio Strain

Continuous Reinforcement Schedule (CRS) Intermittent Schedules of Reinforcement DENSE Ratio Schedules Interval Schedules Response-Duration TH I NN ING FR FI VI FRD VRD VR Nonscheduled Delivery of Reinforcement Naturally Occurring SPARSE Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Name that Schedule For every 3 correct responses on his match-to sample task, Joey gets a small spoonful of pudding Maria’s teacher has had her on a program for some time to decrease her talking out without permission. At this point, Maria is praised by the teacher when she raises her hand to get permission to speak following the 4th, 9th, 16th, 2nd, 12th, 8th, and 19th times this occurs.

When the New York Yankees win 13 out of 13 games, on what kind of reinforcement schedule do they have their fans? Under a ________________________ schedule of reinforcement, the target behavior is reinforced on the average of a specified number of correct responses.

Herman has difficulty staying on task Herman has difficulty staying on task. Initially, the teacher reinforced him at the end of every 2 minutes of continuous on task behavior. He was on a _______________ schedule. Later the teacher moved to a ________________ schedule in which Herman’s on task behavior was reinforced intermittently and (to him) unpredictably.

Mr. Brown was reinforcing his pre-school class on a FR2 schedule for coming when he called them. He changed over the weekend to a VR10 schedule which resulted by the end of the day in his standing alone on the playground after calling the children. In trying to ____________________ the schedule, Mr. Brown went too quickly and the schedule suffered from ____________________________.

Practice Questions Primary reinforcers include all of the following EXCEPT: a. juice b. stickers c. raisins d. cookies

_____________ is a naturally occurring phenomenon. a. Time out b. Reinforcement c. Contingency contracting d. Response cost

The schedule of reinforcement having a one-to-one ratio is: a. Intermittent b. Variable c. Interval d. Continuous

Individuals are LEAST likely to satiate on: a. CRF schedules b. FR schedules c. FI schedules d. VR schedules

Token Reinforcer -- used as a transition between performance and natural reinforcement. Requires token back-up reinforcer Must decide target behavior for token cost of back-up reinforcer when is back-up reinforcer accessible

Considerations When Using Token Systems Start big with tokens ensure success the first few times gradually increase the amount of work needed to obtain tokens Exchanging tokens initially -- often Consider Supply and Demand increase the number or requir4e a high number of tokens for a highly desired item

Contingency Contracting Written agreement in which a reward is provided contingent no completion of a designated task or display of a certain behavior

Contingency Contracting Steps for Implementation Step 1: Explain contract Step 2: Discuss contract Step 3: Decide on mutually agreeable tasks

Contingency Contracting (Cont.) Step 4: Negotiate the reinforcement schedule Step 5: Identify criteria for mastery of each task Step 6: Determine when reinforces will be delivered Step 7: Determine when to review contract Step 8: Read and sign contract Step 9: Make a copy for the student (Kerr & Nelson;McIntyre)

Basic Rules for the Use of Reinforcers in Contracting Payoff should be immediate, contingent, and honest Reward small approximations Reward frequently Reward accomplishment rather than obedience

CONTRACT The following is an agreement between ___(student)___ and __ (teacher)___. The terms of the agreement are as follows: The student will__________________________________________________________ _______________________________________________________________________ In return the teacher will ___________________________________________________ _______________________________________________________________________ The following conditions apply: 1._____________________________________________________________________ 2._____________________________________________________________________ 3._____________________________________________________________________ This contract is rendered void if the student fails to achieve the designated goal. The contract will be reviewed on ___(date)___. Student Signature_______________________________________ Teacher Signature_______________________________________ Witness Signature_______________________________________ Date____________________

I’ve got an Offer you Can’t Refuse! If _____________________________________________________________ ___________________________________________________ by ________. Then __________________________________________________________ _______________________________________________________________ _______________ ____________________ Date Witness Student Teacher

_________’s a Good Citizen Contract I think I can ______________________________________ ___________ by __________________________________ If I do, I will ______________________________________ ________________________________________________ My Teacher will help by ____________________________ _____________ _________________ _________ Student Teacher Date