Gianna Pagliotti-
Reinforcement
- A stimulus (or reward) that immediately follows a behavior and increases the probability that behavior will occur again under similar circumstances
-Something happens after a behavior that makes the behavior likely to occur in similar settings
-EXAMPLE: M&M for helping another student, vocal praise for completing an assignment, likes on instagram
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Continuous
-best for establishing a new behavior
-Advantage: when reinforcement occurs every time the behavior is demonstrated the individual quickly learns the value of performing the behavior -Disadvantage: the behavior is more susceptible
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Fixed
best when first fading from a continuous reinforcement schedule
-Advantages: the individual knows when the reinforcement will occur, so it can effectively maintain a behavior when a student is ready for reinforcement to faded
-Disadvantages: the individual can not perform the behavior consistently all the time
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Variable
-effective when fading from a fixed reinforcement schedule
-Advantage: produce a robust and consistent response demonstrating the behavior
-Disadvantage: the schedule of reinforcement has faded to a variable schedule too quickly
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Extinction
-the reinforcer that is maintaining a behavior is withheld and the behavior decreases
-The individual stops performing the behavior because the reinforcer is no longer provided
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Planned ignoringIgnoring a behavior that is being done for attention
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Antiseptic bounceYou give the student a way out of a potentially awkward situation or a situation where they are getting very angry
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Support from routineUsing the routine to support the students learning
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Removing distracting objectsKids fiddingling with whatever, they are distracted, the teacher will take it away and tell them when they are going to get it back
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Hurdle lessonStudent is stuck on a specific problem and the teacher comes around to give them help or a hint
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Interest boostingQuick connection, helps the students feel seen or heard and usually will help the student to get back on track
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Restructuring the programDoing things differently to see if it is beneficial
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Signal interferenceA signal recognizable to your students, “the look”
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Tension decontamination throughUsing humor to defuse a situation, The humor should NEVER come from the expense of the student
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Group contingencies
dependent, independent, interdependent
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Dependent
an individual (or small group) tasked to perform the behavior, which will earn the reward for all members of the group
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WHO gets reinforcer (dependent)
whole group -
Independentall students are eligible to earn the award, but only individuals who perform the behavior get the reinforcer
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WHO gets reinforcer (independent)
only those students who do the behavior -
Interdependent
no one gets reinforcer unless everyone does the behavior -
WHO gets reinforcer (interdependent)
everyone OR no one -
Token economy
-Creating a motivational system
-ID tokens & management
-Set prices
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Punishment
The process by which the consequences of a behavior decrease or stop the behavior
- Problems with Punishment
- Negative reinforcement (of the punisher)
- Emotional reactions
- Escape and avoidance
- Negative modeling
- Ethical dilemmas
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Ethical Issues to Consider w/ Punishment
• Problem severity
• Informed consent for adults
• Less aversive methods used first
• Learner safety
• Written guidelines
• Training and supervision
• Peer review
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Functional behavior assessment (FBA)Identify events that predict and maintain problem behavior To develop a summary statement about the problem The summary statement is used to design an intervention plan that teaches a new pattern of behavior
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Components and benefits of purposeful structure in your classroomExpectations and how to meet them Goals
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Identify the benefits/drawbacks of particular classroom arrangements
- Decide if your goals are instructional or social (or both)
- Identify if there are distractions you need to reduce -Assign seats
- Seat students so that you can easily monitor work and behavior
- Keep away from high traffic areas
- Don't sit certain desks where people have to walk through
- Take data for students with special needs
- Something you will work out with your IEP team
- Have needed supplies immediately available
- Allot space for student belongings
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Difference between LD & IDLD - average to well above average IQ, weakness in a specific area of learning ID - below average IG and lack of adaptive skills
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Fluency definitionSpeed & accuracy
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Number of disability categories in spled13
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The type of instruction/activity this layout is best forGroup work
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Nick and Donovan started laughing when a peer said something silly. Now Nick keeps giggling and setting Donovan off again. The teacher sends Nick to get a drink of water to calm downAntiseptic bounce
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Moisha is stuck on a complex math problem and is becoming quite frustrated. Dr kent gives her a hint that helps her finish the problem, and then she continues with the rest of the problemHurdle help/hurdle lesson
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River is having trouble focusing on his worksheet. Mrs. Washington stops by his desk briefly discussing the Final Four game last night. She then encourages him to finish his worksheetInterest boosting
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When a teacher moves closer to a student to discourage undesirable behaviorProximately control
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When Luis helps his peer, his teacher adds a marble to the jar. Luis continues to help his peer
Antecedent - we don't know, the peer needed help Behavior - helping peer
Consequence - The teacher adds marble to the jar
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This is the schedule of reinforcement that is most resistant to extinctionVariable
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This is the term for reinforcing a behavior every time it happensContinuous reinforcement
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These terms refer to what happened before the behavior and what happened after the behaviorThe antecedent and consequence
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How we know a behavior has been reinforcedReoccurring behavior
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A brief activity that helps students transition to academic tasksFraming activity
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The 1 problem with the following praise: “You are so smart!”Problem: not specific enough
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2 problems with the following rule: Don't be rudeRemind them what they should be doing and rude can mean different things to different people
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This is what rules should tell the studentsWhat do you do
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The type of behavior that a classroom structure should encouragePositive behavior
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The 2 groups of often overlooked people to meet at your school as a new teacher
Contingencies and the administration
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What IEP stands forIndividualized education plans
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The possible range of IQs individuals identified as having learning disabilitiesAverage to well above average
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The diagnostic criteria for intellectual disabilities (ID)below 70 IQs, adaptive skills, and adaptive behavior
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The 2 characteristics necessary for eligibility in special educationDisability and educational need
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When all students have to complete a task for all students to get a reinforcerInterdependent contingencies
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When one student has to complete a task for the whole class to get a reinforcerDependent group contingency
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A system in which tokens are earned for desirable behaviors and later exchanged for reinforcersToken system/token economy
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One way to determine which reinforcers to use for your studentsReinforcer surveys - another way would be just asking
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The four types of reinforcersTangible, edible, activity, social
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What is developed from a functional behavior assessment?Developing a positive behavioral support plan
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The federal government mandated FBAs before exclusionary procedures for whom?Students with disabilities
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The term for ignoring a behavior that has previously been reinforced to extinguish the behaviorExtinction
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This is why you would use a functional behavioral assessmentFigure out why the behaviors happen
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How do we know punishment has occurredBehavior decreases or stops
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WHO performs (dependent)
individuals
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WHO performs (independent)
each student
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WHO performs (interdependent)
all students
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schedules of reinforcement
continuous, fixed, variable, extinction
