Process

An ounce of prevention is worth a pound of cure ---Benjamin Franklin 

1. Selecting a target behavior

2. Discovering the function of the behavior

 After watching the following clips of these children, identify the target behaviors and come up with possible functions for the child to engage in the observed behavior. The behaviors that you identify should be observable

Clip One

 

Clip Two

 

ClipThree

 

Have you come up with two-three Target Behaviors and the Functions that they are serving for the child?

Great! It is now time to move onto:  

Dr. LaNunziata            POSITIVE REINFORCEMENT
TYPES OF REINFORCERS
 
SOCIAL REINFORCERS   (Reinforcers given in a social context)
            EXAMPLES:
Positive Proximity (nearness, eating with students, etc.)
Physical Expression (wink, widening eyes, smile, etc.)
Bodily Expression (arm & hand movement, etc.)
Verbal Reinforcers (great, terrific, hot, cool, outstanding, etc.)
Written Reinforcers (?I appreciate your effort?, etc.)
Evaluative Marks (100%, A, rubber stamps, stars, etc.)
Physical Reinforcement: (Appropriate Touch) (Handshake, hug, pat on back, etc.)
        ADVANTAGES:
    Most Natural (least intrusive)
    Most Transferable
    Easy to implement
    Low or no cost
    Immediate or delayed delivery
    Easy to adjust or individualize (amount, schedule, variety,     intensity, cultural factors, etc.)
    More resistant to satiation
        DISADVANTAGES
    Not initially effective with everyone.

ACTIVITY REINFORCERS
 (Premack Principle: The rate of lower-preferred activities will rise if immediately followed by higher-preferred activities)
        Examples:
Center time
Free activity time
Personal time
Selected individual preferred activities
Selected group preferred activities (party, games, etc.)
        ADVANTAGES:
Activities can be educational as well as reinforcing
Low or no cost (if wise)
Delayed implementation
        DISADVANTAGES:
Can be costly (if unwise)
Delayed Implementation

     EXCHANGABLE REINFORCERS (TOKENS)
        Examples:
Concrete tokens (chips, stickers, stars, etc.)
Checkmarks
Signatures
Points
Symbols (stamps, ink-markings)
Play money
        ADVANTAGES:
Satiation usually not a problem
Immediate and Delayed Reinforcer
Can be used easily to keep records of progress made
Can be incorporated into educational activities (banking, math skills, economy, etc.)
    DISADVANTAGES:
Must consider logistics of Token Economy
Must consider complexity of Token Economy
Must have variety of Back-up reinforcers
Must consider schedules of delivery, exchange
Must consider exchange rates (price of back-ups)
Must individualize
May not be transferable

                TANGIBLE REINFORCERS
Examples:
pencils        crayons        paper        markers        erasers
stickers        paper clips    books        cards        pens
folders        toothbrush    toothpaste    mirror        chalk
etc.        etc.        etc.        etc.        etc.
    ADVANTAGES:
Powerful
Can be items of need
Ownership      
DISADVANTAGES:
Can be costly (if unwise)
Variety required to avoid satiation
Allegations of bribery and/or promoting materialism
   
 


RULES FOR USING REINFORCEMENT EFFECTIVELY

Match specific reinforcers to individual students
Apply reinforcer after behavior as immediately as possible
Be consistent
Clearly explain expected behavior required for reinforcement
Use age/gender/culturally appropriate reinforcers
Use a variety of reinforcers to avoid satiation
Occasionally build deprivation for valued reinforcers
Consider which schedule of reinforcement to use:
    Immediate: Every response is reinforced in order to INCREASE behavior
    Intermittent: Some, but not all, responses are reinforced in order to MAINTAIN and GENERALIZE behavior.
Always pair a social reinforcer when using activitiy, token, tangible or edible reinforcers
Consider what AMOUNT of reinforcement is required
Consider that the QUALITY of reinforcement as well the QUANTITY of reinforcement
Move from CONTINUOUS reinforcement to INTERMITTENT reinforcement as soon as possible
Move from primarily tangible and edible reinforcers to primarily social and activity reinforcers asap
Use reinforcers that may TRANSFER to other settings

     Now you have listened to Dr. Mac talk about praise and read all about the rules of reinforcment. Choose two-three replacement behaviors and discuss how you would use reinforcment to begin the teaching process.

 

In the following clip you will watch two different instructors work with a child who has autism and who is also non-verbal. Based on instructor instruction and feedback you should be able to report on the child's target behaviors as well as the reinforcment that is being used and the skills that are being taught. 

Teaching Session