1. SPED 3380 Antecedent Interventions

2. INCREASE OR MAINTAIN A BEHAVIOR REDUCE A BEHAVIOR ESTABLISH A BEHAVIOR Haus & Polsgrove, 1980 Antecedents ConsequencesAntecedents Consequences AntecedentsConsequences Instruction Modeling Guided Participation Shaping Cueing Contingency Premack Principle Management Stimulus Control Extinction Punishment Reinforce Competing Behavior CONCEPT ANALYSIS OF BEHAVIORAL CHANGE

3. INCREASE OR MAINTAIN A BEHAVIOR Antecedents Consequences Cueing Contingency Premack Principle Management We must make the assumption that when we INCREASE a behavior we will be replacing an existing behavior.

4. Prompts or Cues

5. n antecedent stimuli that supplement discriminative stimuli in order to produce a specific target behavior n the assistance provided to the learner after the presentation of the instructional stimulus, but before the response n usually a temporary instructional aid and should be systematically phased out as soon as possible

6. Effective Prompting n Prompts should focus student attention on the S D n Prompts should be as weak as possible n Prompts should be faded as soon as possible n Unplanned prompts should be avoided Least Intrusive Most Intrusive Visual Verbal Modeling Physical Guidance Fade Toward Natural

7. Eliminating Prompts n Discriminate Stimulus Training n Time Delay Systems – gradual increase in time prior to prompt n Fading – physical prompts – visual prompts

8. Contingency Management Positive Reinforcement, Contracting, and Token Economies

9. Contingency Management n Contingency – a precise definition of the limits and range of response topographies that will produce – a specified consequence and – the environmental situation n Management – external control of events n Contingency Management – the external management of environmental stimuli that serve as reinforcers for behavioral performance

10. Contingent Positive Reinforcement

11. Positive Reinforcement n 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

12. Essential Rules when using Positive Reinforcement n FIRST – when a child is initially exhibiting a new appropriate behavior, it must be positively reinforced each time it occurs n SECOND – once the target behavior is established at a satisfactory rate, the child should be reinforced intermittently

13. Steps in the Use of Positive Reinforcement l Carefully select a target behavior (do not attempt to reinforce every positive behavior a child exhibits l Observe the child's behavior to ascertain when he or she engages in the behavior l During the initial stage, reinforce the behavior immediately after it is exhibited l Specify for the child the behavior that is being reinforced l When reinforcing, speak with enthusiasm and show interest in the child's behavior l When appropriate, the practitioner may become involved in the child's behavior, that is, give the child help l Vary the reinforcer Shea & Bauer, 1987

14. Premack Principle

15. A principle stating that any high-probability activity may serve as a positive reinforcer for any low- probability activity. Low ProbabilityHigh Probability Activity Activity

16. Reducing Behavior Stimulus Control, Punishment, Differential Reinforcement

17. REDUCE A BEHAVIOR AntecedentsConsequences Stimulus Control We must make the assumption that when we DECREASE a behavior we will cause another behavior to increase. Reinforcement of Competing Behavior Extinction Time-out Punishment Restitution Satiation

18. Antecedents to Inappropriate Behavior n Frustration due to: – response ignorance – complex materials, lacking in appropriate behavior – lack of functional vocabulary to communicate – goal or performance interruption n Understimulation: Boredom – being ignored – meaningless repetition beyond criterion – nonfunctional activity – pacing too slow n Overstimulation – environment – rate of physical prompting or verbalizations – pace of activity n Environmental Expectations or Models

19. Functions Served by Inappropriate Behavior n 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 n Means of Escape/Avoidance – internal stimuli: ear ache, sinus pain, hunger, constipation, etc. – external stimuli: touching, difficult task, change of routine, noise, heat, etc. n Sensory Feedback/Stimulation – to obtain reinforcement from internal stimulation n Nature of current reinforcement n desirability, quantity, intensity, scheduling, etc.

20. Stimulus Control

21. n An inappropriate behavior chain (e.g., nail biting, smoking, encopresis) can be broken if the initial S D is determined and an alternative S D is substituted n The first S D is a chain sets the occasion for the first response, which, in turn, terminates that S and produces the onset of the second S D ; and so the chain continues n if the first S D becomes less likely, the whole chain becomes less likely n 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

22. Stimulus Control (cont) take break go to smokephysical from classofficesatisfaction look atemotional picturesatisfaction of kids go totalk with hallstudents