1. Arranging Consequences That Increase Behavior
EDSPE 527
Arranging Consequences That Increase Behavior

2. Arranging Consequences
As teachers we are interested in arranging consequences to increase behavior
A consequence that increases or maintains behavior is a reinforcer
Consequence is only a reinforcer if it increases or maintains behavior

3. Naturally Occurring Reinforcement
Reinforcement may occur naturally as people interact with their environment
Receiving an “A” on a quiz after studying the night before increases the probability you will or will not study hard the next time you have a quiz
Appropriate social behavior is positively reinforced by natural reactions of other people
Turning on a fan on a hot day to become cool

4. Positive Reinforcement (SR+)
The contingent presentation of a consequence immediately following a response that INCREASES the probability of the behavior occurring in the future
Increases or maintains the future rate of behavior
Administered contingently upon production of target behavior
Administered immediately to establish contingently

5. Negative Reinforcement (SR-)
The contingent removal of a consequence that INCREASES behavior
The consequence that is removed is aversive to the person
Does not teach student replacement behavior
Not recommended in teaching because it requires the use of an aversive stimulus
Peer pressure is an example

6. REMEMBER! Negative reinforcement is NOT punishment
Punishment DECREASES behavior, while reinforcement (positive or negative) INCREASES behavior

7. Choosing Reinforcers Reinforcement history Conditions of deprivation
Individual preferences

8. Reinforcing Sampling Ask Menu
Present opportunities (single presentation, forced choice, multiple stimulus, duration sampling)
Novel
Natural
Consider the age and interests of student

9. Things to Consider when Determining Reinforcers
Novel
Natural
Consider the age and interests of student
Using the Premack Principle

10. Primary Reinforcers
Stimuli that have biological importance to an individual
Unlearned
Need to be in a state of deprivation
Edibles
Sensory

11. Satiation
A state in which the student has had too much of the reinforcer so that its use is not likely to be reinforcing
Student gets tired of a teacher always saying “Good job!”
Depravation/satiation is often found in conditions is which…..
Under what conditions often suffers from Satiation? mass trials

12. How to prevent satiation
Vary reinforcer
Shorten instructional session
Switch to alternative reinforcer
Decrease the size of reinforcer
Use an array for student to choose
Use schedules of reinforcement

13. Increase reinforcers’ effectiveness
Contingent
If …. Then
Premack Principle- high-probability behavior is made contingent on the performance of low-probability behavior
Example: IF you finish your math THEN you can have free time
Immediate
To avoid inadvertently reinforcing behavior
Eventually introduce delay

14. Secondary (unconditioned) Reinforcers
Stimuli that are initially neutral but acquire reinforcing qualities through pairing with a primary reinforcer
social,
activity, and
generalized reinforcers

15. Secondary (unconditioned) Reinforcers
How do secondary reinforcers gain their properties?
pairing

16. Social Reinforcers
A category of secondary reinforcers that includes facial expressions, proximity, contact, privileges, words , and phrases
How do social reinforcers obtain reinforcing qualities?

17. Token Reinforcers
Symbolic representations exchangeable for some reinforcer of value to students
Points, stars, stickers
Analogous to use of money in general society
Used as transition between primary reinforcers and the natural community of secondary reinforcers
Need tokens and backup reinforcers

18. Token Reinforcers To Start Must tell students
Token reinforcers and back up reinforcers
Must tell students
What behaviors receive tokens
What are the backup reinforcers
What will it cost to get the backup
When they can exchange for the backup

19. Token Reinforcers Be careful of: Desired outcomes Counterfeiting
Accumulation of tokens
Desired outcomes
Changing the behavior that has been rewarded to the target behavior
Move to a social reinforcer

20. Variations in Administration of Reinforcers
Individual
Group
Group contingencies
Peer Mediations

21. Schedules of Reinforcement
Continuous (CRF): Delivery of reinforcement on a continuous basis
Example: A child says “thank you” and the parent replies with “your welcome”
Intermittent: Requires greater numbers of correct responses for reinforcement. Delivered under two schedules: ratio schedules and interval schedules.
Example: A child makes his bed everyday in a week and the parent acknowledges when she sees it on Weds.

22. Schedules of Reinforcement
Ratio Schedule: The number of times a target behavior occurs determines the timing of reinforcer delivery. (Fixed/Variable)
Interval Schedule: The occurrence of at least one correct response plus the passage of a specific amount of time. (Fixed/Variable)
Response-Duration: The continuous amount of time of a target behavior determines the delivery of a reinforcer. (Fixed/Variable)

23. Fixed –ratio schedule (FR)
In a fixed-ratio (FR) schedule, the NUMBER of appropriate responses required for a reinforcer is held constant
Variable-ratio schedule (VR)
In a variable-ratio (VR) schedule, the number of appropriate responses required for reinforcement varies

24. Fixed-Interval schedule (FI)
In a fixed-interval (VI) schedule, the interval of TIME is standard
Variable-interval schedule (VI)
In a variable-interval (VI) schedule, the interval of time varies

25. Fixed-response-duration (FRD)
Student is reinforced following a completion of a specified number of minutes (or seconds) of appropriate behavior
Variable-response-duration schedule (VRD)
In a variable-response-duration (VRD) schedule, the amount of time required for reinforcement varies

26. What are the strengths and pitfalls of different schedules of reinforcement?
You are teaching a child to add numbers, how often will you deliver reinforcement?
You are trying to increase the fluency of oral reading in a child, what schedule of reinforcement will you use?

27. Thinning schedules of reinforcement
Making reinforcement gradually available less often or contingent on greater amounts of appropriate behavior
Helps decrease dependence on artificial reinforcers and helps learn to delay gratification
Beware of Ratio Strain
When the schedule has been thinned so quickly that the ratio for correct responding and reinforcement is too large

28. Ratio Strain

29. Continuous Reinforcement Schedule (CRS)
Intermittent Schedules of Reinforcement
DENSE
Ratio Schedules Interval Schedules Response-Duration TH I NN
ING FR FI VI
FRD
VRD VR
Nonscheduled Delivery of Reinforcement
Naturally Occurring
SPARSE
Alberto & Troutman Applied Behavior Analysis for Teachers, 7e
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

30. Name that Schedule
For every 3 correct responses on his match-to sample task, Joey gets a small spoonful of pudding
Maria’s teacher has had her on a program for some time to decrease her talking out without permission. At this point, Maria is praised by the teacher when she raises her hand to get permission to speak following the 4th, 9th, 16th, 2nd, 12th, 8th, and 19th times this occurs.

31. When the New York Yankees win 13 out of 13 games, on what kind of reinforcement schedule do they have their fans?
Under a ________________________ schedule of reinforcement, the target behavior is reinforced on the average of a specified number of correct responses.

32. Herman has difficulty staying on task
Herman has difficulty staying on task. Initially, the teacher reinforced him at the end of every 2 minutes of continuous on task behavior. He was on a _______________ schedule.
Later the teacher moved to a ________________ schedule in which Herman’s on task behavior was reinforced intermittently and (to him) unpredictably.

33. Mr. Brown was reinforcing his pre-school class on a FR2 schedule for coming when he called them. He changed over the weekend to a VR10 schedule which resulted by the end of the day in his standing alone on the playground after calling the children. In trying to ____________________ the schedule, Mr. Brown went too quickly and the schedule suffered from ____________________________.

34. Practice Questions
Primary reinforcers include all of the following EXCEPT:
a. juice
b. stickers
c. raisins
d. cookies

35. _____________ is a naturally occurring phenomenon.
a. Time out
b. Reinforcement
c. Contingency contracting
d. Response cost

36. The schedule of reinforcement having a one-to-one ratio is:
a. Intermittent
b. Variable
c. Interval
d. Continuous

37. Individuals are LEAST likely to satiate on:
a. CRF schedules
b. FR schedules
c. FI schedules
d. VR schedules

38. Token Reinforcer -- used as a transition between performance and natural reinforcement.
Requires
token
back-up reinforcer
Must decide
target behavior for token
cost of back-up reinforcer
when is back-up reinforcer accessible

39. Considerations When Using Token Systems
Start big with tokens
ensure success the first few times
gradually increase the amount of work needed to obtain tokens
Exchanging tokens
initially -- often
Consider Supply and Demand
increase the number or requir4e a high number of tokens for a highly desired item

40. Contingency Contracting
Written agreement in which a reward is provided contingent no completion of a designated task or display of a certain behavior

41. Contingency Contracting
Steps for Implementation
Step 1: Explain contract
Step 2: Discuss contract
Step 3: Decide on mutually agreeable tasks

42. Contingency Contracting (Cont.)
Step 4: Negotiate the reinforcement schedule
Step 5: Identify criteria for mastery of each task
Step 6: Determine when reinforces will be delivered
Step 7: Determine when to review contract
Step 8: Read and sign contract
Step 9: Make a copy for the student
(Kerr & Nelson;McIntyre)

43. Basic Rules for the Use of Reinforcers in Contracting
Payoff should be immediate, contingent, and honest
Reward small approximations
Reward frequently
Reward accomplishment rather than obedience

44. CONTRACT
The following is an agreement between ___(student)___ and __ (teacher)___. The terms of the agreement are as follows:
The student will__________________________________________________________ _______________________________________________________________________
In return the teacher will ___________________________________________________ _______________________________________________________________________
The following conditions apply:
1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
This contract is rendered void if the student fails to achieve the designated goal. The contract will be reviewed on ___(date)___.
Student Signature_______________________________________
Teacher Signature_______________________________________
Witness Signature_______________________________________
Date____________________

45. I’ve got an Offer you Can’t Refuse!
If _____________________________________________________________
___________________________________________________ by ________.
Then __________________________________________________________
_______________________________________________________________
_______________ ____________________
Date Witness
Student Teacher

46. _________’s a Good Citizen Contract
I think I can ______________________________________
___________ by __________________________________
If I do, I will ______________________________________
________________________________________________
My Teacher will help by ____________________________
_____________ _________________ _________
Student Teacher Date