Applied Behavior Analysis Reinforcement Elisabeth (Lisa) Kinney, M.S. September 26, 2007
Pairing to Teach New Reinforcers Avoiding satiation Helping child mature Avoiding cavities Creating interest in peer activities Getting ready for school reinforcers The bottom line: money Establishing people & praise as reinforcers
Autism and Reinforcers What is autism? What are reinforcers for typically developing children? What are reinforcers for children with autism? How do we marry the two? Intrinsic & extrinsic reinforcement
Factors Influencing Reinforcer Effectiveness 1. Immediacy 2. Intensity 3. Contingency 4. Establishing Operations Deprivation Satiation 5. Individual Variation
1. Immediacy Errorless learning: the student is not allowed to make a mistake If the student does not perform the behavior correctly or does nothing, (s)he is prompted to correctly perform the target response before a new trial begins (Behaviorspeak, 2003). prompt dependency; failure to generalize Delay of reinforcement: used in everyday conversation to refer to the ability of reinforcers that are not immediately presented following a target behavior to influence a student s behavior (Behaviorspeak, 2003).
2. Intensity Magnitude: a measure of the intensity of behavior (Behaviorspeak, 2003) Magnitude of reinforcement Enthusiasm Other Verbal Behavior video
3. Consistency in Reinforcing Contingency: an if/then statement that describes the cause and effect relation between a given behavior and the consequence of that behavior. If you engage in behavior x, then you will receive consequence y. Direct reinforcer contingency: the behavior produces direct access to the reinforcer Indirect reinforcement contingency: after the behavior are intervening steps before receiving the reinforcer Thompson & Iwata, 2000
4. Establishing Operations Deprivation: to increase the potency of a reinforcer by not delivering it to the individual for a time (Behaviorspeak, 2003). same old same old; examples Satiation: when a reinforcer loses its effectiveness through overuse (Behaviorspeak, 2003). PRIMARY REINFORCERS susceptible GENERALIZED REINFORCERS most immune
5. Variation Variety is the spice of life
Making Choices I Prefer That! Dignity of the child Research supports it! Opens doors: restaurants, favorite colors, gift list Can be a more reliable way to identify a reinforcer for skill development Can help avoid boredom & satiation Can teach child to vary behavior
Making Choices I Prefer That! How to teach choice making (p. 75) 1. Specify the Choice (e.g., ball or tissue ) 2. Behavioral Definition of the Choice: clear enough for 2 people to be consistent (e.g. child points to item) 3. Description of Program: clearly describe how to instruct the child for consistency 4. Instruction or Cue for the Choice (e.g. present ball and tissue of child s reach; which one? ) 5. Consequences for choices made 6. Collect Data for clarity, determining
Making Choices I Prefer That! How to Teach Choice making Define, prompt, reinforce, fade, take data Start with a highly preferred and a highly non-preferred Use pictures to bridge a language delay Encourage scanning of both or all choices Give the item chosen, even if you know it will be rejected
Making Choices I Prefer That! Advanced Choice making Choice Board (p. 88) Which one?
Making Choices I Prefer That! Advanced Choice making Choice Making in a Schedule all done
Making Choices I Prefer That! Advanced Choice making Benefits of Using Pictures Words are fleeting 8 5 9 8 7 7 8 Fosters independence
Schedules of Reinforcement Continuous Reinforcement Behavior is reinforced each time it occurs. Used when teaching new behavior Intermittent Reinforcement Behavior is reinforced some of the time it occurs. Used to maintain already learned behavior
Intermittent Reinforcement Fixed Ratio Schedules Every fixed number of responses Variable Ratio After a variable number of responses, on average Fixed Interval After a fixed interval of time Variable Interval After a variable period of time, on average
Name the Reinforcement Schedule Child is praised when she walks to circle time Child receives popcorn when she requests it Child is tickled when an adult sees a desired behavior Child is tickled every time the desired behavior occurs Child receives chocolate chip after putting 5 pennies in a bank
Schedules Schedule of reinforcement: a statement of the ratio of responses to reinforcers (Behaviorspeak, 2003). CONTINUOUS INTERMITTENT: FIXED or VARIABLE EXTINCTION & resistance to extinction examples; waiting; delay to reinforcer post reinforcement pause in lean fixed schedules scalloping in fixed interval schedules
Name the Reinforcement Schedule Child receives chocolate chip after putting 20 pennies in a bank You call a friend on the phone and she answers Recess at 10 o clock Paycheck Slot machine Speeding ticket
Token Systems I ll Buy That! What is a token system? Advantages of token systems How to start a token system Troubleshooting token systems Fading token systems
Token Systems I ll Buy That! What is a token system? Money, money, money, money Neutral items (tokens, stickers, slash marks, numerals, marbles) paired with reinforcers over time, that then become reinforcers themselves. Trade in tokens for a back-up reinforcer
Token Systems I ll Buy That! Advantages of token systems Who s tired? Whose biceps are larger than they should be? Who s broke? Whose dentist bill is larger than it should be? Who s short on time? Allows for repetition Increases time spent on instruction / decreases time spent with reinforcers Open s doors to inclusion, regular education, community, and family activities
Token Systems I ll Buy That! How to start a token system (p. 103) 1. Choose a behavior that your child is good at and a behavior to increase (Fig. 5-4) 2. Identify back-up reinforcers (can be present or pictured) choice making 3. Choose a token that hold s your child s interest, is safe, easy to deliver 4. Pairing and teach how to exchange tokens for back-up reinforcer (Fig. 5-2)
Token Systems I ll Buy That! 1. Pairing Establish an Exchange Ratio Delay to Reinforcement - waiting Target goal 1:1 to start Delivering tokens Attention to token Collect, remove, present, post, etc. 2. Teaching how to exchange tokens for back-up reinforcer (Fig. 5-2)
Token Systems I ll Buy That! Troubleshooting Token Systems (p.115) Make it easier Vary reinforcers Re-evaluate choice making Make it more fun - worth the effort Take a break Stick to your program
Token Systems I ll Buy That! Fading Token Systems (p. 117) First increase Exchange Ratio Eventually money becomes the reallife reinforcer Trial and error: token system can be reserved for behavior that is more challenging for the child
Impulsivity & Self-Control Impulsivity: When faced with a choice, impulsivity refers to the tendency to engage in a behavior that produces a more immediate (but smaller) reward as opposed to engaging in a behavior that will produce a more delayed (but larger) reward (Behaviorspeak, 2003). Self-Control: the opposite of IMPULSIVITY. Refers to the tendency to engage in a behavior that produces a more delayed (but larger) reward as opposed to engaging in a behavior that will produce a more immediate (but smaller) reward (Behaviorspeak, 2003). Skinner s lollipop program; waiting; delay to reinforcer Lazy teaching
Extinction Withholding reinforcement for a behavior that was reinforced in the past Results: Initial increase in behavior Initial increase in magnitude Initial increase in variability Gradual decrease in frequency and magnitude until very low
Differential Reinforcement DR : an intermittent schedule of reinforcement that is also a behavior management technique. DRH DRL DRO DRA DRI
Differential Reinforcement Providing reinforcement for desired responses and extinction for undesired responses: Correct vs. Incorrect Independent vs. Prompted Adaptive vs. Maladaptive What is the result?
Lag Schedules of Differential Reinforcement Varied Conversation Statements Variability is a reinforceable dimension of behavior. Lag reinforcement schedule has been demonstrated to increase variability in basic research, but rarely used for increasing response variability in applied settings. Lag Schedule: a response is reinforced if it differs from a specified number of previous responses. Lee, R., McComas, J. J., & Jawor, J. (2002). The effects of differential and lag reinforcement schedules on varied verbal responding by individuals with autism. Journal of Applied Behavior Analysis, 35, 391-402.
Lag Schedules of Differential Reinforcement Varied Conversation Statements Purpose of study: to investigate effects of lag schedule of differential reinforcement on varied and appropriate verbal responding to social questions by 3 males with autism. During baseline DRA resulted in little or no varied responding. During the intervention, a Lag 1 requirement was added to the DRA (Lag 1/DRA) resulting in an increase in the percentage of trials with varied and appropriate verbal responding for 2 participants. In addition, an increase in the cumulative number of novel verbal responses was also observed for the same 2 participants. Lee, R., McComas, J. J., & Jawor, J. (2002). The effects of differential and lag reinforcement schedules on varied verbal responding by individuals with autism. Journal of Applied Behavior Analysis, 35, 391-402.
Lag Schedules of Differential Reinforcement Varied Activity Selection Evaluated effects of a lag differential reinforcement contingency on 2 students' activity selections using reversal designs. Results showed that the lag contingency was responsible for promoting increased novel selections, engagement in diverse activities, and greater progress with respect to programmed academic activities. Anthony P. Cammilleri & Gregory P. Hanley (2005). Use of a lag differential reinforcement contingency to increase varied selections of classroom activities. Journal of Applied Behavior Analysis, 38, 111-115.
Shaping Acquisition of New Responses Procedure to generate new responses No two responses are identical in form Pick desired end response Identify the first response to reinforce Provide differential reinforcement for successive approximations to the target response
Guidelines for Application Be Enthusiastic With Praise Avoid Satiation Use CRF for Acquisition Fade to Intermittent Schedules Fade to Naturally Occurring Reinforcers Be Creative Be Alert for Opportunities
Guidelines for Application (p.11-13) Immediately Vary reinforcers Link Tangible Reinforcers with Intangible Reinforcers (pairing) Sticker with Praise Make the Effort Match the Outcome Make a List and Update it regularly
Problem-Solving Reinforcement Is it too loud? Is it not enough? (magnitude) Do I need to pair it with a primary reinforcer again? (secondary reinforcers) Is it too predictable? (schedule) Is the child bored? (satiation) Is the frequency of reinforcement not enough? (lean schedule) Am I consistently reinforcing? (immediacy) Should I reinforce one aspect more than another? (differential reinforcement) What s the reinforcer for the spitting, biting, messiness (extinction)
Test Behavioral Training Name: Reinforcement Assessment & Schedules Date: 1. Reinforcing immediately is especially important with students who: a. learn slowly b. are just learning a new task c. a and b d. none of the above 2. Which of the following is reinforcing to all students? a. Chocolate candy b. Praise c. Hugs d. none of the above 3. To determine what might work as a reinforcer for a student you can: a. observe to see what (s)he spends most time doing b. ask the student or other people who know the student well c. test the student by providing a choice of items or activities d. all of the above 4. The reinforcement schedule most commonly used when teaching a new skill is: a. positive reinforcement b. continuous reinforcement c. fixed-interval reinforcement d. intermittent reinforcement 5. List two examples of unconditioned reinforcers: 6. List two examples of conditioned reinforcers: 7. Reinforcement is most effective when it is: a. delayed b. immediate c. withheld d. food
Thank you! Elisabeth (Lisa) Kinney, M.S. Behavior Analyst Woodfords Preschool 6 Opportunity Lane Waterville, ME 04901 (207)859-8778
Problem Behavior Function of Behavior: Generally speaking, the variable maintaining a given behavior (e.g., what might be reinforcing the behavior?) (Behaviorspeak, 2003). ACTIVITY REINFORCERS, ATTENTION- SEEKING, AVOIDANCE, COMMUNICATION, EDIBLE REINFORCERS, ESCAPE, TANGIBLES, SENSORY REINFORCERS Time out from reinforcement Extinction and resistance to extinction
Prompt Dependency & Reinforcement Prompt dependency: brought about by poor teaching, this refers to a condition wherein individuals do not respond to a stimulus unless they receive prompts beyond what typically developing individuals require in order to respond (Behaviorspeak, 2003). Generalization study (Koegel & Koegel, 199?) Prompt fading How does prompt dependency relate to reinforcement? Physical prompts