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Behavior ModificationBehavior Modification

B. MODBased on Learning Theory

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Skill vs. Motivational or

Production Problems

Skill vs. Motivational or

Production Problems

• Nonambulatory example child and the use of m&ms

• Nonambulatory example child and the use of m&ms

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TO INCREASE BEHAVIOR

Gives POSITIVE things • POSITIVE REINFORCEMENT

Takes away NEGATIVE things• NEGATIVE REINFORCEMENT

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Rewards Change with

AgeK-3rd Teacher feedback

important4 - 10 Task mastery more

importantPeer

reinforcement (R+)Opposite sex

adult praise

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TYPES• Primary R+(food water sleep)

• Secondary Social• Proximity and contact (physical or name)

• Descriptive positive phrases• Privileges• Badges, grades

• Natural Consequences (social approval, reading,walking)

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Rewards Change with Type of DisabilityRewards Change with Type of Disability

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Schedules of RewardSchedules of Reward

• Continuous vs. Intermittent• Immediate vs. Delayed

Learning vs. Maintenance?

• Continuous vs. Intermittent• Immediate vs. Delayed

Learning vs. Maintenance?

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Frequency of Reward Change with

Disability/Skill

Frequency of Reward Change with

Disability/Skill

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Reinforcers Should:Reinforcers Should:1.Be paired with praise2. Not be available elsewhere (competing)3. Not be used with activities the child is already motivated to do

1.Be paired with praise2. Not be available elsewhere (competing)3. Not be used with activities the child is already motivated to do

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Specific Applications to

come:

Specific Applications to

come:• Successive approximation• Chaining• Contracts & the Premack Principle

• Level systems• Counterconditioning

• Successive approximation• Chaining• Contracts & the Premack Principle

• Level systems• Counterconditioning

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• Successive approximations (get a child with autism to wear glasses) or Baby Steps

• Chaining forwards and backwards--knowing what the child already can do (alphabet and tying shoes)

• Premack Principle

• Successive approximations (get a child with autism to wear glasses) or Baby Steps

• Chaining forwards and backwards--knowing what the child already can do (alphabet and tying shoes)

• Premack Principle

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ContractsContracts

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Level SystemLevel System

Pros• Promote self management if there is movement from structure to less structured

• Grades and levels better than food

Pros• Promote self management if there is movement from structure to less structured

• Grades and levels better than food

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Level Systems

Cons• Requires a highly organized teacher • Can be complicated:

• Different children are on different levels. • More levels = more paperwork• Communication with parents, daily figuring of points, weekly tallies

• Establish criteria for progression (rules and levels)

• Easy to change from positive to negative• Satiation

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Increase Behavior using

Counterconditioning

Increase Behavior using

Counterconditioning

Teaching students to approach

Good for avoidant behavior

Teaching students to approach

Good for avoidant behavior

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TO DECREASE BEHAVIOR

Give NEGATIVE • PUNISHMENT

Withhold POSITIVE• EXTINCTION• TIME OUT

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Type: Extinction =ignoring •you can ignore:

• -adult attention seeking behavior

•you cannot ignore:• -danger to self/others• -screaming

•Guidelines:• 1) use ignoring with praise

• 2) behavior escalates initially

• 3) be consistent

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Type: Time-Out • Best Type:

Inclusionary• head on desk, move child, but allow view of others being reinforced

• Type: Exclusionary • move student out of room or to principal’s

• Use T-O with:• rules, warning, implement & restate rule, ignore child

• release when time up, shows appropriate behavior or fixes situation.

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Essential ElementsDisciplinary responses

• punishment not as good as R+

• not emotional (acts of power)

• should be rational like basketball • with consistency, rules, and penalties

• with positive concern for the total game and players

• not to lower status or dignity of individual player or team

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‘Loss of face’

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PunishmentEffects Change with

Age•1. Rationale with punishment necessary by 3rd grade

•2. Emergence of self-control

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Type: DRL

Differential Reinforce a Low Rate of Behavior

Example: “Great you only interrupted once in that conversation”

• Certain Behavior is ok if not too frequent:• straying off subject• monopolizing discussion• borrowing supplies, sharpening pencils, etc.

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Types: DRI, DRO• Diff. Rein. of Incompatible

Behavior• Reinforce a related response, such as verbal requests while ignoring verbal complaints

• Diff. Rein. Other Behavior• Reinforce replacement behavior

•-reinforce peer interactions while ignoring child’s attempts to get teacher attention

•-give the child a pencil with foam end as a way to replace drumming on desk with a pencil

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OthersOthers• Overcorrrection (messes)• Restitution (stealing)• Natural consequences• Physical restraint• Satiation (spitballs, smoking) vs. Positive practice

• Response cost + positive reserves

• Overcorrrection (messes)• Restitution (stealing)• Natural consequences• Physical restraint• Satiation (spitballs, smoking) vs. Positive practice

• Response cost + positive reserves

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Which technique?

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Which technique?

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Which technique?

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FOR STUDENTS WITH ADHDPOSITIVE CONSEQUENCES (R+)

1. PRAISE effort with affect

2. with PRIVILEGES or fines

3. CHANGE R+

4. NOT Tooooo APPEALING

5. SELF-CHECKING

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FOR STUDENTS WITH ADHD NEGATIVE CONSEQUENCES (R-)

1. NOT FOR TASK-AVOIDANCE2. NOT LOUD or EMOTIONAL R-3 . NOT WITHDRAWAL OF ACTIVITY4. NOT EXCLUSIONARY TIME-OUT

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Classroom Rules• Feet on the floor• Before talking you must raise your hands• You must say “yes mam” to the instructor• asking questions, giving examples, and adding interesting information = 1 penny

• you need tokens or pennies to get a break

• 15 tokens = choice of toy/supply

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Toby

• Toby is an SEH student with conduct disorder and a learning disability in reading.

• Behavioral: Toby is often disruptive in class. He talks out often and teases other students. Therefore, he has few friends.

• Reading: Early on he had trouble identifying letters in his name and numbers to 10. Yet when completing childrens’ puzzles, people were amazed with his speed and accuracy at correctly matching the pieces.

•

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• Currently, Toby is unable to identify certain dipthongs and blends. Toby is able to pronounce all of the letter sounds (e.g., b-l-a-c-k), but then pronounces the word as traffic.

• testing has indicated independent reading level at 2nd grade, instructional reading level at the 3th grade, and listening comprehension at the 5th grade