Applied Behavior Analysis for Teachers

1. Applied Behavior Analysisfor Teachers Chapter 9: Arranging Consequences that Decrease Behavior

2. Chapter Overview • Procedural Alternatives for Behavior Reduction • Level I: Reinforcement-Based Strategies • Level II: Extinction • Punishment • Level III: Removal of Desirable Stimuli • Level IV: Presentation of Aversive Stimuli • Overcorrection

3. unishment Any consequence that makes a response less likely

4. Principles that Guide the Selection for Behavior Reduction • Principle of least intrusive alternative • Select the intervention that is least intrusive • Selected intervention should be based on the identified function of the challenging behavior

5. Hierarchy of Procedural Alternatives for Behavior Reduction Level I Strategies of differential reinforcement A. Differential Reinforcement of Low Rates of Behavior (DRL) B. Differential Reinforcement of Other Behavior(s) (DRO) C. Differential Reinforcement of Incompatible Behavior (DRI) D. Differential Reinforcement of Alternative Behavior(s) (DRA) E. Noncontingent Reinforcement Level II Extinction (terminating reinforcement) Level III Removal of desirable stimuli A. Response-cost procedures B. Time-out procedures Level IV Presentation of aversive stimuli A. Unconditioned aversive stimuli B. Conditioned aversive stimuli C. Overcorrection procedures

6. Level I: Reinforcement-Based Strategies • Using reinforcement based procedures to decrease behavior either by contingently reinforcing behavior on a differential basis or using reinforcement in a noncontingent manner. • Differential Reinforcement of Low Rates of Behaivor (DRL) • Differential Reinforcement of Other Behaivors (DRO) • Differential Reinforcement of Incompatible Behaviors (DRI) • Differential Reinforcement of Alternative Behaviors (DRA)

7. Level I: Differential Reinforcement of Lower Rates of Behavior • used to decrease the rate of behaviors that, while tolerable or even desirable in low rates, are inappropriate when they occur too often or too rapidly • 2 Versions: • Full-Session DRL – compares the total number of responses in an entire session with a present criterion – reinforcer delivered if occurrences at or below that criterion • Interval DRL – involves dividing a session into smaller intervals • Example: Murray, a previously shy student, constantly talks to his classmates throughout the class period. While appropriate during group activities or free time, it is not appropriate at its current level

8. Level I: Differential Reinforcement of Other Behavior • A reinforcing stimulus is delivered contingent on the target behavior’s not being emitted for a specified period of time • Three Administrative Variations: • Reinforcement contingent on the nonoccurrence of a behavior through a specified time period • Reinforcement contingent on the nonoccurrence of a behavior within a time period that has been divided into smaller intervals • DRO can be used with permanent product data. • Example: For the students who work on their book reports quietly (refrain from talking to their neighbors) for 30 minutes, they will get to attend the ice cream social at the end of the day.

9. Level I: Differential Reinforcement of Alternative Behavior and Incompatible Behavior • Differential Reinforcement of Alternative Behavior (DRA): • An inappropriate behavior is replaced by a behavior considered more appropriate, positive, or standard. • Alternative behavior is usually physically incompatible or functionally equivalent behavior • Example: The student is reinforced for being “in seat” (the incompatible behavior is aimlessly wandering around the classroom) • Differential Reinforcement of Incompatible Behavior (DRI): • DRA procedure that reinforces a behavior that is topographically incompatible with the behavior targeted for reduction • Example: A student with autism is reinforced for drawing pictures with the colored markers rather than stereotypically flipping them in front of himself.

10. Noncontingent Reinforcement • The delivery of reinforcers at predetermined intervals regardless of student behavior. • Inappropriate behavior on extinction • Example: • Target Behavior: Calling out which is maintained by teacher attention • NCR – calling out is ignored and the student receives teacher attention at a predetermined level of every five minutes

11. Level II: Extinction • Reduces behavior by withholding or terminating the positive reinforcer that maintains an inappropriate target behavior • Characteristics of behaviors on extinction: • Resistance to extinction • Increased rate of behavior – extinction burst • Extinction-induced aggression • Spontaneous recovery • Imitation or reinforcement by others • Limited generalizability • Sensory extinction

12. Extinction Considerations • Can the behavior be tolerated temporarily based on its topography and on its current rate of occurrence? • Can an increase in the behavior be tolerated? • Is the behavior likely to be imitated? • Are the reinforcers known? • Can reinforcement be withheld? • Have alternative behaviors been identified for reinforcement? - Benoit & Mayer (1974)

13. Punishment • A consequent stimulus (SD) that • Decreases the future rate or probability of occurrence of behavior • Is administered contingently on the production of the undesired or inappropriate behavior • Is administered immediately following the production of the undesired or inappropriate behavior • Remaining Levels III and IV employ punishment

14. Level III: Removal of Desirable Stimuli • Response-cost procedures: • The withdrawal of specific amounts of reinforcer contingent on inappropriate behavior • Example: Token Economy in which students have to pay tokens back for inappropriate behaviors • Problems with response-cost procedures: • Teacher must be able to withdraw the reinforcer once it has been given • It is possible that all the reinforcers can be withdrawn

15. Level III: Time-Out Procedures • Decrease behavior by denying a student, for a fixed period of time, the opportunity to receive reinforcement • Two Categories of Time-Out • Nonexclusion Time-Out Procedures • Exclusion Time-Out Procedures

16. Nonexclusion Time-Out Procedures • The student remains in the instructional/activity area but the teacher denies the student access to reinforcers through a temporary manipulation of the environment. • Forms of Nonexclusion Time-Out: • Time-out ribbon • Contingent observation • Facial or visual screening (for more severe behaviors)

17. Exclusion Time-Out Procedures • The student is removed from the instructional/activity area. • Seculsionary time-out – student is isolated, often reserved for behaviors of physical or verbal aggression and destruction of property

18. Level IV: Presentation of Aversive Stimuli • Two Types of Aversive Stimuli: • Unconditioned Aversive Stimuli - any naturally consequence that causes physical pain or discomfort to the student • Example: touching a hot stove • Also includes mild aversives which cause annyoance, discomfort, or irritation • Mild aversives include administration of stubstances (e.g., water, lemon juice, and aromatic ammonia) and use of physical control (e.g., contingent exercise, physical restraint) • Conditioned Aversive Stimuli – stimuli a person learns to experience as aversive as a result of pairing with an unconditioned aversive stimulus (e.g., gestures, vocal tones)

19. Aversive Stimuli • Minimum Guidelines for Using Aversives • Demonstrated and documented failure of alternative nonaversive procedures to modify the target behavior. • Informed written consent of the student’s parents or legal guardians • The decision to implement an aversive procedure made by a designated body of qualified professionals • A prearranged timetable for review of the effectiveness of the procedure and discontinuance of the procedure as soon as possible • Periodic observation to ensure the staff member’s consistent and reliable administration of the procedure • Documentation of the effectiveness of the procedure as well as evidence of increased accessibility to instruction • Administration of the procedure by designated staff member(s) • Positive reinforcement of incompatible behavior, whenever possible, as part of any program using aversive stimuli

20. Level IV: Overcorrection • Inappropriate behavior reduced through the exaggeration of experience. • 2 Basic Forms: • Restitutional Overcorrection – requires that the student restore or correct an environment that he or she has disturbed not only to its original condition but beyond that • Positive-Practice Overcorrection – the student who engaged in an inappropriate behavior is required to engage in exaggerated or overly correct practice of the appropriate behavior

21. Punishment Problems 5.6 What are some of the problems with using punishment? • Severe punishment, fear and anxiety • Severe punishment and avoidance • Modeling of aggression