Chapter 10

1. Chapter 10 Positive Behavioral Supports: Reinforcement Strategies

2. Positive Behavioral Support (PBS) • Refer to the use of positive reinforcement strategies as the principal method of changing behavior

3. Reinforcement Definition • any stimulus that maintains or increases the behavior exhibited immediately prior to the presentation of the stimulus.

4. Types of Reinforcement • Positive reinforcement • Negative reinforcement • Primary reinforcers • Secondary reinforcers • Socially valid reinforcers • Extrinsic versus intrinsic reinforcement

5. Positive Behavior Terms • Positive Reinforcement – provision of a consequence (reward) which follows a target behavior and results in an increase or maintenance of the target behavior • Negative Reinforcement – removal of a negative consequence following a target behavior and results in an increase or maintenance of the target behavior • Punishment– a consequence, usually negative, that decreases the behavior that it follows • Response Cost – systematic removal of reinforcers as a consequence of inappropriate behavior such that it decreases the behavior that it follows • Extinction – (ignoring) – decreases inappropriate behaviors by neither reinforcing nor punishing

6. Examples • + reinforcement – you praise or reward a child after they complete their work • - reinforcement – because a child completes their work they don’t have to stay in at recess • Punishment – because a student doesn’t complete their work they have to stay in at recess • Response cost – after giving tokens for completing work – you take tokens away for incomplete work later in the day

7. Types of Reinforcers • Primary (tangible) – meet biological need (food) – something real • Secondary – intangible or represents • Social (praise, smiles) • Tokens – can be traded for something • Activity (computer time, games, etc.)

8. Other Terms for Reinforcers • Socially valid – acceptable within the student’s social setting • Extrinsic – observable – e.g. a cookie • Intrinsic – internally motivating – e.g. child likes to do a “good” job • Premack Principle – pair low preference activity w/high preference one • “Eat your peas and you get dessert”

9. Establishing an Effective Reinforcement Program • Establish clear and consistent expectations • Teachers must set the example • Determine delivery of reinforcers • Avoid reinforcement satiation

10. Schedules of Reinforcement • Ratio reinforcement schedules • Fixed ratio schedules • Variable ratio schedules • Interval reinforcement schedules • Fixed interval schedules • Variable interval schedules

11. Reinforcement Schedules More serious behavior or more quickly you want behavior to change – more immediate reinforcement has to be. Main Types: • Interval – at predetermined intervals of time – gradually extend time • Intermittent – no predetermined time interval

12. Shaping & Chaining Behaviors • Shaping behaviors refers to the reinforcement of successive approximations of a terminal behavior • Chaining behaviors refers to the performance of a series or sequence of behaviors • Forward chaining • Backward chaining

13. Token Economy • is a symbolic reinforcement system • Based on a monetary system • Characteristics of tokens • Should be something that the students can see, touch, and count • Exchangeable for a high preference activity or reinforcer

14. Token Economies Usually a whole group behavior mgt. system (can be a level system) Steps: • Define behaviors (+) that will be focus • Determine tokens to be used • Determine how you will track • Decide on reinforcers & response cost • Implement and plan for evaluation

15. Contingency Contracting • Involves the establishment of a written contract between a student and teacher regarding… • the performance of specific target behaviors • in exchange for specific consequences • Advantages of Contracts

16. Contingency Contracts • Gather observational data on behavior • Discuss with student (Parent?) • Get admission of problem & buy in to do it • Jointly develop contract & sign it (keep a copy) • Make reinforcers & consequences reasonable • Include timetable/plan for monitoring & evaluating • Follow it!!!

17. Generalization • the degree to which a behavior change transfers to other settings • Stimulus generalization • Degree behavior changes across settings • Response generalization • Degree behavior changes influences other behaviors – now that I’ve stopped talking I get more work done 

18. Promoting Generalization of Behavior Changes • Teach in natural settings • Select natural antecedents for stimulus control • Select natural consequences as reinforcers • Reinforce generalization

19. Maintenance • the degree to which a behavior change is maintained over time • When training is conducted within natural settings, using natural antecedents and consequences… • behavior changes are more likely to be maintained.

20. Summary • Reinforcers can take many different forms and be administered in different ways • Choice and schedule of reinforcers are important in changing behaviors • Getting behavior changes to generalize & be maintained across settings is final goal of positive behavioral techniques