1. Arranging Consequences that Decrease Behavior
EDSPE 527
Arranging Consequences that Decrease Behavior

2. Contingent Presentation
Increases Behavior
Decreases Behavior
Contingent Presentation
Positive Reinforcement
Positive Punishment
Contingent Removal
Negative Reinforcement
Negative Punishment

3. Why do problem behaviors occur?
Remember…there’s ALWAYS a reason for challenging behaviors!
To implement an effective strategy, one must first know WHY (i.e., the function) a student is behaving the way they are!
FBA’s are your friend!
Our job is to find out what is the REASON / FUNCTION FOR BEHAVIOR!!
To know WHY we NEED to do an FBA (aka take DATA) Gather information

4. Hierarchy of Procedural Alternatives for Behavior Reduction
Level 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 Extinction (terminating reinforcement)
Level Removal of desirable stimuli
A. Response-cost procedures
B. Time-out procedures
Level 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 All rights reserved.

5. Differential Reinforcement of Low-rate Behaviors (DRL)
reinforcement is delivered contingent on lower rates of a target behavior
Reinforcement is delivered contingent on the number of responses in a specified time is less than or equal to the limit

6. DRL Full session Interval Changing criteria
FULL Compares the total number of responses in an entire session with a preset criterion.
Reinforcement is delivered if occurrences are at or below criterion
INTERVAL More gradual approach
Divides a session into smaller intervals
Reinforcement is delivered at the end of each interval if the rate of responding is below or equal to the specified limit
Good for self-monitoring
Good for shaping behaviors
Convenient and effective

7. Guide to Implementing DRL
Baseline must occur to determine basic criteria
When decreasing the criteria – prevent satiation and ratio strain

8. Differential Reinforcement of Alternative (DRA) and Incompatible Behavior (DRI)
reinforcement is delivered for a behavior more appropriate than the targeted inappropriate behavior
Should consider behaviors that serve the same function
Example: A student with autism is reinforced for drawing pictures with the colored markers rather than stereotypically flipping them in front of himself.

9. Differential Reinforcement of Alternative Behavior (DRA)
Steps to Implementation
Define a behavior to be reinforced.
Record baseline information.
Establish a criterion for increasing the length of the reinforcement interval.
Reevaluate as problem behavior occurs.
Do not immediately reinforce grossly inappropriate behavior.

10. Advantages
Constructive- teaches them what to do rather than what not do
Better alternative to other procedures i.e. punishment, TOPR, Response cost
Acceptable to teachers
Long lasting as long as new behavior is maintained (functional equivalency)

11. Things to remember
Striving for behavioral incompatibility- if two behaviors occur at the same time, you risk the chance of reinforcing one inadvertently
Select a behavior already in the student’s behavioral repertoire
Select a behavior that is likely to be supported by a broader environment
Select a behavior that serves an equivalent function (i.e. yields the same reinforcers)

12. Differential Reinforcement of Other Behaviors (DRO)
It is the presentation of a reinforcing stimulus contingent on the nonoccurrence of a behavior.
Also referred to as differential reinforcement of zero rates of 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

13. Permanent-product data
Full Session: SR+ contingent on the absence of the behavior for the entire period of time
Interval
Small enough to obtain reinforcement
Based on student success
No reinforcement after grossly inappropriate behavior
Permanent-product data
Example a star on papers that doesn’t contain doodles

14. Advantages Disadvantages
SR+ is delivered as long as the target behavior is not emitted…what is the problem?
May create a behavior vacuum because the student doesn’t have an appropriate behavior
Does not teach a replacement behavior
Acceptable
Easy to use
Relatively rapid behavior change

15. Guide to Implementation
Baseline is needed to obtain schedule (inter-response time)
Criteria for lengthening DRO schedule
Occurrence of the behavior influences the size of the interval and consequences

16. Extinction -- behavior that has been previously reinforced is no longer reinforced
Characteristics
gradual reduction of behavior
“extinction burst”
Spontaneous recovery
Advantages
aversives are not necessary
Disadvantages
temporary increase in rate
imitation by peers
controlling reinforcing consequences

17. Implementing Extinction
Identify source of reinforcement.
Withhold reinforcement.
Maintain extinction for a sufficient amount of time.
Combine extinction with other strategies.

18. What influences the effectiveness of Extinction?
How recently the behavior was reinforced previously
If the reinforcement was on a variable schedule there will be a resistance to extinction

19. Problems
Other students may pick up that behavior is not being punished
Can extinguish positive behavior
Spontaneous recovery
Extinction induced aggression

20. Do not use if… Behavior is dangerous to individual and others
Behavior needs to stop immediately
Control of person implementing is not possible
Reinforcement cannot be stopped

21. Punishment -- contingent presentation of a stimulus that decreases behavior
Describe to your neighbor what it means to define punishment functionally

22. Response Cost - contingent withdrawal from a reinforcer
Similar to a fine
Most often used with tokens but can use variation with activity and privileges

23. Making it work Reinforcement must be available and rich enough
Reinforcement can be withdrawn without confrontation
Magnitude of cost must not outweigh the reinforcement
Student must understand contingency
Try less intrusive strategies first

24. Characteristic Advantages Disadvantages
Time-out from Positive Reinforcement -- access to reinforcement is removed for a period of time
Characteristic
gradual reduction of behavior
Advantages
can be easy to implement for minor incidents
Disadvantages
difficult to implement for larger children

25. Implementing TOPR Identify reinforcer that maintains behavior.
Make the time-in as reinforcing as possible.
Keep time-out period short.
Follow guidelines.
Release child from TO contingent on acceptable behavior.
Try teaching acceptable behavior first.

26. Contingent Observation TOPR
Nonexclusionary TOPR
Simply arrange environment
Exclusionary TOPR
Remove from activity to another part of room where student cannot observe class
Contingent Observation TOPR
Remove student to edge and instruct him/her to observe other students appropriate behavior and getting reinforcement

27. Seclusionary TOPR – contingent social isolation
Abused and abusive
Controversial
Inappropriately used
Strict guidelines (WAC) for
Area
Size, lighting, vent, free of danger, cannot lock without individual there
Use
Identify behavior with student awareness
Take student directly
Safety

28. Presentation of Aversive Stimuli
Should only use if:
Demonstrated and documented failure of non-aversive procedure
Decision made by a qualified team
Criteria for review
Documented effectiveness of the procedures
Use of DRI when possible

29. Unconditioned aversive stimuli – results in physical pain to the student
Contingent exercise
Physical restraint

30. What three aspects make this more effective
Conditioned aversive stimuli – student learns to experience as aversive through unconditional pairing with UCAS
What three aspects make this more effective
When delivered in conjunction with nonverbal aspects “eyes”
When delivered nearby the student as opposed to far away
When deivered to one student those near by acted better

31. Punishment -- contingent presentation of a stimulus that decreases behavior
Disadvantages
withdrawal
aggression during initial implementation
avoid adults
peer reactions
models inappropriate behavior
increase probability of using it more

32. Best to combine overcorrection and teach correct response
Overcorrection – behavior is taught through an exaggeration of experience
Best to combine overcorrection and teach correct response
Must be firm, NOT aggressive
Some students will resist

33. Best to combine overcorrection and teach correct response
Must be firm, NOT aggressive
Some students will resist

34. Restitution vs. Positive Practice
Restore environment to better than before
Practice doing it right
Examples
Spelling test- PP
Throwing chair-restitution
Child picks up trash that throw and all other trash- restitution
Toilet – PP and Restitution

35. Problems Teacher attention and time
Physical contact may increase aggression
Aversive to implement

36. 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 All rights reserved.