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.
2.
3.
4.
Immediacy
Intensity
Contingency
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!”
1.
2.
3.
4.
5.
6.
How to teach choice making (p. 75)
Specify the Choice (e.g., “ball or tissue”)
Behavioral Definition of the Choice:
clear enough for 2 people to be
consistent (e.g. child points to item)
Description of Program: clearly describe
how to instruct the child for consistency
Instruction or Cue for the Choice (e.g.
present ball and tissue of child’s reach;
“which one?”)
Consequences for choices made
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
8598778
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
Schedules
• Fixed Ratio
– 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!”
1.
2.
3.
4.
How to start a token system (p. 103)
Choose a behavior that your child is good at
and a behavior to increase (Fig. 5-4)
Identify back-up reinforcers (can be present
or pictured) – choice making
Choose a token that hold’s your child’s
interest, is safe, easy to deliver
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
•
•
•
•
Delivering tokens
•
•
2.
Delay to Reinforcement - waiting
Target goal
1:1 to start
Attention to token
Collect, remove, present, post, etc.
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.
Acquisition of New
Responses
• Shaping
– 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, ATTENTIONSEEKING, 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