Unit 5: Reinforcement Techniques for Increasing Behavior

back-up reinforcers

the items and activities that can be purchased by the conditioned reinforcer

example of a back-up reinforcer

money is a good example because you can use it to purchase a limitless number of items and activities – not just socks

behavioral contract

it is a written document specifying who is involved, what behaviors are targeted, when and where the behaviors are to be performed, and how much reinforcement a student will receive

dependent group-oriented contingencies

consequences for a group of students depend on the performance of one member, or perhaps a small subsection of the group.

example of a dependent group-oriented contingency

a little boy was setting a fire and destructing furniture at home. When the boy refrained from doing this, the parent sent a note to the teacher and the student got to host a party for his class!

independent group-oriented contingency

the individual student’s performance regardless of the group. They are group oriented only in the sense that the reinforcer is presented to the entire class or group. Only the student’s behavior who reaches the CAP receives the reinforcer. Opportunity to receive a reinforcer is presented to the entire class, but it is up to the individual to succeed.

example of an independent group-oriented contingency

students who spell the words right on Monday, have free time during the spelling period f or the rest of the week. Continue this throughout the week. The individuals must complete the goal themselves, but the option is available to the ENTIRE group.

interdependent group-oriented contingency

the performance of all group members must meet the CAP before any group member can receive reinforcement. Group members must work together to earn the reinforcer that they will share equally.

example of an interdependent group-oriented contingency

working together in small group to earn a token for the jar. if everyone completes 5 of their 6 problems in the time.

naturally occurring reinforcement

a reward or consequence that happens organically as a direct, automatic result of a behavior, rather than from an artificial or man-made system.

example of a naturally occurring reinforcement

if you are stuck on a puzzle, you say “help”, and someone assists you in finishing it.

Pre-mack Principle

if/then

high probability behavior is contingent on the occurrence of a low-probability behavior

if you do (behavior) then you get (reinforcement)

token economy

a way to administer reinforcement. Students earn tokens for engaging in appropriate, specifically targeted behaviors that can be exchanged for a variety of back-up reinforcers

example of a token economy

students may earn 3 tokens if they are in their seats when the bell rings. Walking in the room or standing by a desk talking to a classmate is unacceptable.

How do we select target behaviors for a token economy?

• Operationally defined so they pass the stranger test (ex. anyone can walk in and see what they are getting and why)

• The criterion for acceptable performance, or task standard, should be clearly specified. (ex. if you get all 2’s on your CICO chart, you get 2 stickers)

• It is important to begin with a small number of behaviors – no more than 3 – 4 – so that both students and teachers are less likely to become confused.

• One or two easy behavior should be included to set up students for success, so they are more likely to “buy in” to the token economy.

• Students possess the prerequisite skills for performing the targeted behaviors

How do we identify how tokens can cue or prompt teachers to deliver reinforcement to students?

• Carrying a bag of marbles around in the teacher’s pocket reminds them.

• Sometimes teachers get busy throughout the day and forget to praise students and hang out tickets. Having them with them would remind them

What is the procedure and recommendations for establishing back-up reinforcers for a token economy?

• Students should never be able to debate the number of tokens they need to give to receive the back-up reinforcer.

• They are able to revise the back-up reinforcers that are on the list.

• There should be as many options available that pertain to school as possible.

• Providing a picture of the back-up reinforcers for students who can’t read.

• Setting a goal/time limit of how long the back-up reinforcements are available after earning the tokens.

advantages of dependent group

it encourages classmates to “root for” the target student with positive attention for either refraining from performing the bad behavior or engaging in the good behavior

disadvantages of dependent group

it can be easy to mismanage by teacher who monitors the individual student’s performance or conduct functional assessment on the student whose performance determines whether the group earns reinforcement or not

advantages of independent group

no student is penalized for the poor performance or behavior of other students. Each student is reinforced depending on whether his or her performance reaches the CAP

disadvantages of independent group

does not make use of peer pressure to influence the behavior of individual students. Therefore, peers have less incentive to ignore the inappropriate behavior of students or provide them with attention for appropriate behavior

advantages of interdependent group

we can plan the use of positive peer pressure and competition to promote individual students’ appropriate behaviors

disadvantages of interdependent group

the potential does exist for peers to threaten others whom they perceive are not performing adequately. High-achieving students may resent peers who do not meet the CAP for the class to receive the reinforcement

What are the components of a behavioral contract and why reinforcers that were not effective in the past may be effective when used in a behavioral contract?

• involve rule-governed behaviors

• They are public documents

• Students are equal participants

• Behavior of all participants is specified

• They are working towards a specific reward, which helps them stay on task and focuses.

What are the benefits of using a novel application (chart move, mystery motivator, games, etc.)?

they provide ways to avoid students satiating on any one program. They can combine with each other in an endless numbers of ways to make receiving reinforcement more interesting for students. The more positive reinforcement there is, the more likely the students are to do it.