Establishing Behavior

Establishing Behavior

A C B Antecedent Behavior Consequence

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

Instruction Shaping Modeling Guided Participation
We must make the assumption that when we ESTABLISH a behavior we will be replacing an existing behavior. ESTABLISH A BEHAVIOR Antecedents Consequences Instruction Shaping Modeling Guided Participation

Direct Instruction Assumption: Key Principle:
It is more important to develop instructional sequences that systematically teach students essential skills than to spend time attempting to understand the inner workings of the mind, temperaments, and developmental levels Key Principle: both the curriculum materials and teacher presentation of these materials must be clear, unambiguous, and directly related to the terminal objective

Critical Features of Direct Instruction
An explicit step-by-step strategy must me developed (task analysis) Development of mastery at each step in the process Strategy (or process) corrections for student errors Gradual fading from teacher directed activities toward independent work Use of adequate, systematic practice with range of examples Cumulative review of newly learned behaviors and concepts

Instruction Discrete Behaviors: rarely do we want to teach a behavior in isolation. Most terminal objectives involve a complex set of behaviors that must be complete in sequence Chaining - the performance of a series or sequence of individual behaviors to achieve a complex behavior. Example: appropriately entering a classroom Step Walking into the classroom Step 2 Hang up their coats Step 3 Putting their lunch boxes into their lockers Step 4 Sitting at their desks

B Walk into classroom SD
B Hang up coat SD B Put lunch box away SD B Sit at desk SD

Task Analysis most skills are composed of chains of behavior
most skills occur in a consistent sequence task analysis is the process and product of identifying component behaviors in their chains no firm rule exists for determining the number of component behaviors that should be included in a task analysis should begin with a predictable stimulus (SD) should end with a reinforcing consequence (R+)

Task Analysis - example
"Time to eat lunch." leaves work area and go to sink turn on water wet hands pick up soap rub soap on other hand put soap down rub hands together rinse hands turn off water dry hands on towel hang up towel go to eating area EAT FOOD

Chaining Chaining is the learning of a series of behaviors to complete a complex act Each link in the chain serves as a cue for the next response in the chain Types of Chaining Forward Chaining Total Task Presentation Backward Chaining Backward Chaining with Leap Ahead

Forward Chaining the sequence of behavior identified in the task analysis is taught in temporal order reinforcement is delivered when the predetermined criterion for the first behavior in the sequence is achieved thereafter, reinforcement is delivered for criterion completion of Step Step 2 each succeeding step requires the cumulative practice of all previous steps

Forward Chaining (cont)
instruction of each step may include: modeling and demonstration guided participation prompting none as each successive step is mastered the reinforcement schedule is decreased continuous fixed ratio intermittent advantage: mastered skills are practiced disadvantage: terminal consequence delayed

Task Analysis Assessment of Hand Washing: forward chaining
Step Behavior / turn on water wet hands pick up soap rub soap on other hand put soap down rub hands together rinse hands turn off water dry hands on towel hang up towel

Total Task Presentation
variant of forward chaining total chain is presented with trainer assistance provided with any step that the individual is not able to perform chain is trained until the individual is able to perform all of the behaviors in sequence to criteria direct instruction of individual behaviors is provided as in forward chaining advantage: all steps in the task are practiced during each presentation - instruction session disadvantage: time

Task Analysis Assessment of Hand Washing: total task

Backward Chaining all tasks identified in the task analysis are first completed by the trainer, except for the final behavior when the learner performs the final behavior to successfully, reinforcement is delivered subsequently, reinforcement is delivered when the next to last behavior + last behavior is performed etc. advantage: individual is reinforced for task completion at a hierarchical level (sequence) disadvantage: limited practice in early steps

Task Analysis Assessment of Hand Washing: backward chaining

Backward Chaining with Leap Ahead
variant of backward chaining "splinter skills" may be demonstrated reinforcement still dependent upon completion of terminal step advantage: allows learner to independently practice mastered skills thereby speeding up learning disadvantage: needs close monitoring and withholding of reinforcement

Task Analysis Assessment of Hand Washing: backward chaining

Factors Affecting the Performance of a Behavioral Chain
completeness of the task analysis length or complexity of the chain schedule of reinforcement schedule of nonreinforcement stimulus variation response variation staffing/supervision patterns

Self-Instruction a process of providing one's own verbal prompts
necessary when discriminative stimuli are insufficient to set the occasion for the required response talking yourself through a multi step sequence of activities " i before e except after c" ABC song verbalizing preconditions to use as a checklist

Self-Instruction (Meichenbaum and Goodman, 1971)
An adult model performed a task while talking to himself aloud (cognitive modeling) The student performed the same task under the direction of the model's instruction (overt, external guidance) The student whispered the instructions to himself as he went through the task (faded, overt self-guidance) The student performed the task while guiding his performance via private speech (covert self-instruction)

Cognitive Modeling Teaching the problem solving / decision making thought process Problem definition What is it I have to do? - Get out of this fight situation or get ready to fight? Choose the alternative - get out of the fight Focusing attention on the response guidance What can I do? Run or Talk (Carefull - choose the right words - Stop and Think! "I don't really want to fight - this problem is really no big deal.") Self reinforcement OK - Good, I'm doing fine -not in a fight yet. Self evaluation coping skills and error correction Did I succeed? Yes - what did I do right? No - what should I change next time?

Behavioral Shaping the process by which one systematically and differentially reinforces successive approximations to a terminal behavior differential reinforcement means that one member of a response class is reinforced, while other members are not successive approximation is any intermediate behavior that is a prerequisite component of the terminal behavior topography of a behavior includes: intensity, duration, and rate (amount)

Behavioral Shaping (cont)
The efficiency of behavioral shaping can be increased by using: a discriminative stimulus, a physical prompt, or an imitative prompt Guidelines: select terminal behavior determine criterion for success identify first behavior to reinforce eliminate interfering stimuli proceed in limited gradual steps link behaviors to terminal behavior

Increasing or Maintaining Behavior
SPED 638 Increasing or Maintaining Behavior

Cueing Contingency Management Premack Principle
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. INCREASE OR

Prompts or Cues

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

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

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

Contingency Management Positive Reinforcement, Contracting, and
Token Economies

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

Contingent Positive Reinforcement

Positive Reinforcement
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

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

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

Contingency or Behavioral Contract

Contingency or Behavioral Contract
an agreement that specifies a contingent relationship between the completion of a specified behavior and access to, or delivery of, a specified consequence quid pro quo agreements explicit and negotiated verbal or written

Basic Components of a Contract
Task who what when Consequence after how much Task Record

contract Mr. Bingo Jan 1 - Jan 30 official
This is to certify that: George Haus Will: complete and turn in his daily in-school spelling exercise. For completing: completion of work pts. on-time turning work in pts. grade of % pts. 80-89% pts. 70-79% pts. 60-69% pts. 0-59% pts. Points may be spent on FRIDAY of each week. Mr. Bingo 1,000 pts. = special privilege PASS CARD 500 pts. = Percent Ticket 100 pts. = 5 free minutes ______________ teacher ______________ student ______________ contract dates George Haus Jan 1 - Jan 30

How do Contracts Work Positive Reinforcement Negative Reinforcement
addition of something wanted Negative Reinforcement removal of something not wanted Rule-Governed Behavior specificity generalizes to reality

Desirable Aspects of Contingency Contracting
a positive reward-based management system a way for teachers to individualize contingencies help teachers and parents remain consistent a good method for involving parents and significant others in the student's program encourages active participation and self-determination by the student can be used to teach independence and self-control a fairly simple behavior change intervention that can be implemented by non professionals participants usually like it

Essential Elements of a Contract
Task description is present Described task is observable When the task will be accomplished is indicated How much of the task or how well a task will be performed is indicated Reward description is present When the reward will be delivered is indicated How much of the reward will be delivered is indicated Reward is indicated to occur at a time after the task has been completed Amount of reward is appropriate for the task

Token Economy

Token Economy behaviors to be reinforced are identified and defined
a medium of exchange is selected; that medium of exchange is a symbol called a "token" backup reinforcers are provided that can be purchased or exchanged with the token

Tokens function as "generalized conditioned reinforcer"
paired with a wide variety of backup reinforcers token generalized to reinforcer - not the behavior or setting used to bridge the "time gap" between performance and reinforcement used to bridge the "setting gap" between the delivery of reinforcement and behavior performance area

Rules for Establishing a Token Economy
Select a target behavior Conceptualize and present the target behavior as a "what to do" not "what not to do" Post the rules and review them frequently Select an appropriate token Establish reinforcers for which reinforcers can be exchanged Develop a reward menu and post it. Include exchange ratio. Implement the token economy on a limit basis initially. Provide immediate reinforcement for acceptable behavior Gradually change from a continuous to a variable schedule of reinforcement Provide times for students to exchange tokens for rewards Revise the reward menu frequently: Content and Ratio

Procedures for Implementing a Token Economy
Selecting Tokens Defining Rules and Behaviors observable, measurable, criteria for successful completion, easy to hard, prerequisite skills Select Backup Reinforcers naturally occurring activities artificial activities - tangible items Establish Ratio of Exchange Establish General Procedures Field Test

Point Card Point Tally Form
Student Name: ________________________ Date: ________ Point Tally Form Monday Tuesday Wednesday Thursday Friday

* * * * * Point Card for Multipurpose Token Economy
Student Name: ________________________ Date: ________ Work period Readiness Social Work Work Comments Behavior Effort Success * * 9: :15 9: :30 10:00 -10:30 10:30 -10:45 10:45 -11:30 11:30 -12:00 * * *

Premack Principle

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

Stimulus Control, Punishment, Differential Reinforcement
Reducing Behavior

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

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

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

Stimulus Control

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

Stimulus Control (cont)
take break go to smoke physical from class office satisfaction look at emotional picture satisfaction of kids go to talk with hall students

Reinforcement of Incompatible Behavior
Differential Reinforcement Reinforcement of Incompatible Behavior

Differential Reinforcement of Alternative or Incompatible Behavior (DRA & DRI)
underlying principle is that you can weaken a maladaptive behavior by strengthening an alternative behavior in its place incompatible behavior cannot be just any behavior - it must be mutually exclusive with the maladaptive behavior or must directly compete with it (in-seat vs. out-of-seat, talking vs. not talking) alternative or competing behavior are not mutually exclusive - it may be possible to perform both behaviors at same time

DRA & DRI Advantages: Disadvantages:
they are positive approaches to behavior reduction without any negative side effects popular with change agents because desired behavior is increased logical - teach what you want not get rid of what you don't want Disadvantages: requires a high degree of management to establish new behavior withhold reinforcement for maladaptive behavior

Differential Reinforcement of the Omission of Behavior (DRO)
student earns reinforcement for not engaging in the maladaptive behavior for a specified interval of time may be Momentary DRO (MDRO) or Whole-Interval DRO (WDRO) Advantages: new behavior not established, shaping procedures available, low management Disadvantages: replacement behavior not specified or controlled

Extinction

Extinction occurs when you withhold or remove the reinforcer maintaining a behavior is a procedure that gradually reduces the frequency and/or intensity of a target behavior by withholding reinforcement from previously reinforced behavior extinction can be used to eliminate the connection between the behavior and the positive consequences that follow it

Extinction (cont) Extinction REQUIRES complete control of the reinforcer consistency is the most important factor related to the efficacy of extinction in most cases, extinction is only effective in reducing behaviors that are motivated by attention from the teacher/parent/caregiver Other factors affecting resistance to extinction the schedule of reinforcement that previously maintained the behavior the amount of strength of the previous reinforcer the length of time of the previous behavior-reinforcer association the frequency of use of extinction with the student: more the better

Extinction (cont) Advantages Disadvantages
may be effective without the use of physical or verbal consequences no use of aversive consequences/punishment effects tend to be long lasting when combined with DRI or DRA very effective Disadvantages temporary increase in behavior expected at start child frustration difficult to chose appropriate behavior to use extinction with must have consistency between and among caregivers and peers (environment)

Time-Out from Positive Reinforcement

Time-Out the removal of a child from an apparently reinforcing setting to a presumable nonreinforcing setting for a specified and limited period of time Types of time-out: nonexclusion time-out ribbon planned ignoring removal of specific reinforcers observational exclusion seclusion isolation

Isolation Time-Out: Guidelines
Duration of time-out 2-minutes 4-5 maximum never more than 10 Caregiver must be able to clearly observe child Child should not be able to see caregiver Expectations for child's behavior should be clear Set timer for amount of time child is to spend in time-out Setting should not be reinforcing - remember the purpose of time-out is to remove the child from reinforcement Validate the reinforcement value of the "normal" environment

Child _________________________________________
Time-Out Log Type of TO: obs = observational ign = ignore sec = seclusion iso = isolation Child _________________________________________ Supervisor ____________________________________ Date _____________ Time Type Behavior before Behavior during Behavior after Enters Leaves time-out time-out time-out Tommy Jones Ms. Smith Friday, 10:05 10:10 ign Verbal interruptions Quite, watched class Waited for turn

Advantages of Time Out Easy to integrate with positive reinforcement program to increase appropriate behavior Effects of T.O. process usually rapid Nonexclusion T.O. may be employed without removing the child T.O. viable alternative to more intrusive behavior reduction strategies

Potential Disadvantages of T.O.
T.O. may be abused - duration & frequency Caregivers may use it as a "break" Frequent T.O. removes the child from the educational environment Child may exhibit other inappropriate behaviors when caregivers remove positive reinforcement

Punishment

Punishment the addition of an aversive stimulus as a consequence of a behavior - may be physical or psychological the subtraction of something the child perceives as desirable - response cost punishment by deprivation or response-cost is generally considered less harmful to the child and more effective intervention than the addition of physical or psychological aversive stimuli the short-term effectiveness of punishment for decreasing behaviors is not disputed - punishment is effective for obtaining short-term goals

Punishment Reasons for avoiding the use of punishment:
It does not eliminate but merely suppresses the behavior It does not provide a model for the desired acceptable behavior Aggression on the part of the practitioner presents an undesirable model The emotional results of punishment may be fear, tension, stress, or withdrawal The child's resulting frustration may result in further deviation Punishment is associated with the punisher rather than with the unacceptable behavior

Punishment Commonly used punishments
denying participation in scheduled activities denying snacks physical punishment verbal punishment having the child stand apart from the others having the child wear a sign If punishment is to be used: guidelines to use specify and communicate the punishable behavior to the child by means of classroom rules for behavior post the rules where the children can see them; review them frequently provide models of acceptable behavior apply the punishment consistently, not whimsically be fair in using the punishment impose the punishment impersonally - do not punish when you are angry or otherwise out of self-control

Punishment Loss of Privileges - response cost Guidelines
Be sure the child understands the relationship between the target behavior and the privilege to be lost Be sure the child knows the punishable behavior and the consequence of exhibiting it When possible use natural or logical consequences Apply the loss of privilege interventions fairly Avoid warning, nagging, or threatening Do not debate the punishable behaviors, the rules, or the punishment once these have been established Do not become emotionally involved, Don't feel guilty when the child loses a privilege Be consistent Reinforce appropriate behavior; do not emphasize inappropriate behaviors only

Punishment Reprimands - to be scolded, "yelled at", "bawled out", or otherwise verbally chastised for exhibiting an inappropriate target behavior Guidelines Be specific. Tell the child exactly what inappropriate behavior is being reprimanded Reprimand the behavior, do not denigrate the child Reprimand immediately Be firm in voice and physical demeanor If either the child or others may be harmed by the behavior, remove the child Encourage the child to behave appropriately and include a statement of the appropriate behavior in the reprimand Be calm When it is over, it is over. Always observe the child's reaction to the reprimand to determine if it is aversive.

Restitution and Overcorrection

Restitution & Restitutional Overcorrection
a procedure that requires and individual to return the environment to its state prior to a behavior that changed the environment Restitutional Overcorrection the child is not only required to perform restitution but to "restore the situation to a state vastly improved from that which existed before the disruption."

If the Child: Restitution Restitution + Overcorrection
damages car pay for repair pay for new car throws things pick up items thrown pick up all items on floor makes a mess during clean play area clean entire room play or other activity drops food on floor sweep up food sweep entire floor writes on wall wash the writing wash entire wall damages school repair property to repair property damaged property condition prior to and perform additional behavior service to school property

Satiation

Satiation the tendency for an act or stimulus to become less attractive to the subject upon repetition the decreasing or elimination of an inappropriate behavior as a result of continued and increased presentation of the SD reinforcement of the behavior Must be implemented with a continuous or fixed reinforcement schedule very helpful tool for decreasing behaviors that "appear" to be appropriate pencil sharpening putting paper in the waste basket getting drinks of water etc.

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Establishing Behavior

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