1. PowerPoint Slides to Accompany Applied Behavior Analysis for Teachers Seventh Edition Paul A. Alberto Anne C. Troutman ISBN: 0-13-172203-4 Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

2. Chapter 8 Arranging Consequences that Decrease Behavior Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

3. Hierarchy of Procedural Alternatives for Behavior Reduction Level 1 Strategies of differential reinforcement A. Differential Reinforcement of Low Rates of Behavior (DRL) B. Differential Reinforcement of Other Behavior(s) (DRO) C. Differential Reinforcement of Incompatible Behavior (DRI) D. Differential Reinforcement of Alternative Behavior(s) (DRA) Level 2 Extinction (terminating reinforcement) Level 3 Removal of desirable stimuli A. Response-cost procedures B. Time-out procedures Level 4 Presentation of aversive stimuli A. Unconditioned aversive stimuli B. Conditioned aversive stimuli C. Overcorrection procedures Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

4. Differential Reinforcement of Low Rates of Behavior (DRL) “The application of a specific schedule of reinforcement, used to decrease the rate of behaviors that, while tolerable or even desirable in low rates, are inappropriate when they occur too often or too rapidly.” Example: Murray, a previously shy student, constantly talks to his classmates throughout the class period. While appropriate during group activities or free time, it is not appropriate at its current level Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

5. Differential Reinforcement of Other Behaviors (DRO) “A reinforcing stimulus is delivered contingent on the target behavior’s not being emitted for a specific period of time” It is the presentation of a reinforcing stimulus contingent on the nonoccurrence of a behavior. Example: For the students who work on their book reports quietly (refrain from talking to their neighbors) for 30 minutes, they will get to attend the ice cream social at the end of the day Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

6. Differential Reinforcement of Incompatible (DRI) and Alternative Behaviors (DRA) DRI = A DRA procedure that reinforces a behavior that is topographically incompatible with the behavior targeted for reduction. Example: The student is reinforced for being “in seat” (the incompatible behavior is aimlessly wandering around the classroom) DRA = An inappropriate or challenging behavior is replaced by a behavior considered as a more appropriate, positive, or standard. It refers to reinforcing an alternative behavior, the performance of which decreases the likelihood that the inappropriate behavior will be performed. Example: A student with autism is reinforced for drawing pictures with the colored markers rather than stereotypically flipping them in front of himself. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

7. Extinction “Extinction procedures reduce behavior by withholding or terminating the positive reinforcer that maintains an inappropriate target behavior.” Example: A small child continually interrupts his father while he is talking on the phone. The father ignores his child until his phone conversation is completed (rather than immediately attending to the child while still on the phone). Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

8. Extinction Considerations Can the behavior be tolerated temporarily based on its topography and on its current rate of occurrence? Can an increase in the behavior be tolerated? Is the behavior likely to be imitated? Are the reinforcers known? Can reinforcement be withheld? Have alternative behaviors been identified for reinforcement? - Benoit & Mayer (1974) Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

9. Minimum Guidelines for Using Aversives Demonstrated and documented failure of alternative nonaversive procedures to modify the target behavior Informed written consent of the student’s parents or legal guardians The decision to implement an aversive procedure made by a designated body of qualified professionals A prearranged timetable for review of the effectiveness of the procedure and discontinuance of the procedure as soon as possible Periodic observation to ensure the staff member’s consistent and reliable administration of the procedure Documentation of the effectiveness of the procedure as well as evidence of increased accessibility to instruction Administration of the procedure by designated staff member(s) Positive reinforcement of incompatible behavior, whenever possible, as part of any program using aversive stimuli Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.