Shaping Break tasks down into smaller sections Attainable criterion Successive approximations
Shaping “Students should be reinforced for behaviors that are within their current capabilities but that also stretch them toward new skills.” – sound familiar?
Extinction Beware of the “Extinction Burst!” Don’t be afraid to tell students what you’re trying to do
Schedules Fixed (and continuous) v. Variable (or intermittent) –When to use each? –Set high standards
In the Classroom… Teach a new skill Begin with continuous reinforcement Make behaviors explicit at the beginning
In the Classroom… Reminders that certain behaviors are expected (not always verbal) Give feedback about specific behaviors Make reinforcement intermittent as they learn more
Applied Behavior Analysis Identify target behavior(s) and reinforcer(s). Establish a baseline for the target behavior. Choose a reinforcer and criteria for reinforcement. If necessary, choose a punisher and criteria for punishment.
Applied Behavior Analysis Observe behavior during program implementation, and compare it to baseline. When the behavior management program is working, reduce the frequency of reinforcement
Main Points Consequences of current behavior determine future behavior Try the least elaborate or tangible reinforcers first!!!