1. Welcome back!!!

2. Unit 6  Throughout the course thus far we have explored the ways in which consequences affect and change behavior.  Consequences, especially positive reinforcement, are a highly effective way to increase a behavior that is already occurring.

3. Unit 6 Project  You will gain practice analyzing two case studies and discussing the rationale for the modification program used in the cases.  While you should rely primarily on the textbook readings, you also may use Internet research should you choose.

4. Unit 6 Project  The total project must be between 2-3 pages in 12 point font.  Please be sure to use proper APA format for all sources used.  Direct quoting of sources should be kept to a minimum.  For additional help, refer to the APA Quick Reference on the Course Home Page or to the Kaplan Writing Center.

5. Introduction to Unit 6  Many times ABA professionals find themselves working with clients who need to develop new, productive behaviors.  Techniques such as chaining and shaping can be helpful.

6. Shaping  Shaping is the process of systematically and differentially reinforcing successive approximations to a new behavior.  Successive approximations: each one closer in form to the terminal behavior than the response class it replaces.

7. Rules for Shaping 1.Define the target behavior 2.Reinforce successive approximations of the target behavior. 3.Monitor results

8. Example: Using shaping to teach a child to talk  Shaping procedures are another way in which a new behavior can be developed.  For example, suppose your client is a nonverbal three year old  Shaping talking behavior means reinforcing those sounds that best approximate the desired word

9. Let’s say the child loves candy. You could use this to shape saying the word candy. You might first provide candy if the child makes any sound. Then, only if the child says “ca” and so on, until you are only providing reinforcement if the child says “candy”

10.   How does reinforcing successive approximation help bring about the desired behavior?

11. What’s another example of using shaping to teach a new behavior?

12. Chaining  A behavior chain is a specific sequence of discrete responses, each associated with a particular stimulus condition.  Each discrete response serves as an individual component of the chain.

13. Rules for Chaining 1.Define the target behavior. 2.Reinforce successive elements of the chain. 3.Monitor Results

14. Example: Using chaining to teach someone how to wash his/her hands  Washing your hands requires many different steps, so in order to help your client acquire this new behavior you need to chain the steps.  This means breaking them down and reinforcing each step and then using that step to build on the next one.

15. What might be the first step involved in washing your hands? The second?

16. How could these steps be chained together to help a client learn this behavior?

17. What’s another example of using chaining to teach a new behavior?

18. Working to Change Group Behavior  ABA professionals might be called upon to address classroom management issues in a school or productivity in an office setting.  Using group contingencies, such as a system in which everyone is sharing in the reward can be one method of behavior modification in the group setting.

19. Example: Use of group punishment  In “military boot camp” if someone slacks on an exercise, the entire group has to run an extra lap  In history class, if someone is off-task, the entire class loses five minutes of recess.

20. What are some more examples of using group punishment?

21. Example: Use of group reinforcement  Students in a class earn marbles in a jar for on-task behavior. When the jar is full, the entire class gets an ice cream party.  Team members at a company earn an end-of-the year bonus if the group sales reach a certain level

22. What are some more examples of using group reinforcement?

23. Contingency Contract  A contingency contract also called a behavioral contract, is a document that specifies a contingent relationship between the completion of a specified behavior and a specified reward such as free time, a letter grade, or a preferred activity.

24. Guidelines and Rules for Contingency Contracts 1.Write a fair contract. 2.Write a clear contract 3.Write an honest contract 4.Build in several layers of rewards 5.Add a response cost contingency. 6.Post the contract in a visible place 7.Renegotiate and change a contract when either party is consistently unhappy with it. 8.Terminate a contingency contract.

25. Group Contingency  A group contingency is one in which a common consequence (usually, but not necessarily, a reward intended to function as reinforcement) is contingent on the behavior of one member of the group, the behavior of part of the group, or the behavior of everyone in the group.

26. Implementing a Group Contingency  Six guidelines in implementing a group contingency: 1.Choose a powerful reward. 2.Determine the behavior to change and any collateral behaviors that might be affected. 3.Set appropriate performance criteria. 4.Combine with other procedures when appropriate. 5.Select the most appropriate group contingency. 6.Monitor individual and group performance

27. Token Economy  A token economy is a behavior change system consisting of three major components: 1.A specified list of target behaviors 2.A medium of exchange is selected that medium of exchange is a symbol. 3.Backup reinforcers are provided that can be purchased with the token.

28. Question  Provide an example of a token economy that will help to shape a specific behavior.

29. Great job tonight!  Any ending questions or comments?