SPED 452 - Positive and Negative Reinforcement

What are the four schedules of reinforcement?

1. Continuous schedule

2. Fixed ratio

3. Variable ratio

4. Fixed interval

5. Variable interval

Continuous Schedule of Reinforcement

Reinforcement is provided for each occurrence of the behavior.

Fixed Ratio of Reinforcement

Reinforcement is contingent upon a fixed number of responses.

Variable Ratio of Reinforcement

Reinforcement is contingent upon a variable (average) number of responses.

Fixed Intervals of Reinforcement

First response to occur after a specific period of time.

Variable Intervals of Reinforcement

First response to occur after a variable period of time.

What are the four types of differential reinforcement?

1. Differential reinforcement of lower rates of behavior (DRL)

2. Differential reinforcement of other behaviors (DRO)

3. Differential reinforcement of alternative behavior (DRA)

4. Differential reinforcement of incompatible behavior (DRI)

Differential Reinforcement of Lower Rates of Behavior (DRL)

Reinforces when a behavior occurs less frequently than before.

Ex. Reinforcing a student for getting out of their chair less frequently than usual.

Differential Reinforcement of Other Behaviors (DRO)

Reinforces any behavior except the one we are trying to decrease.

Ex. Reinforcing playing on the playground instead of hitting others.

Differential Reinforcement of Alternative Behavior (DRA)

Reinforces a specific desirable behavior that serves as an alternative to the problem behavior.

Ex. Reinforcing hand-raising instead of shouting out to get attention.

Differential Reinforcement of Incompatible Behavior (DRI)

Reinforces a behavior that physically cannot occur at the same time as the problem behavior.

Ex. Reinforcing sitting still when trying to decrease running around.

What are the three types of group contingencies?

1. Dependent group contingency / consequence sharing / hero procedure

2. Interdependent group contingency

3. Independent group contingency

Dependent Group Contingency / Consequence Sharing / Hero Procedure

All the students receive some sort of reward for the actions of one or a few.

Ex. If Sam finishes his math work by the end of class, the whole class will get 5 minutes of extra recess.

Interdependent Group Contingency

All students are rewarded if all the students meet the criteria.

Ex. If everyone in the class turns in their library books, the class will get free choice time.

Independent Group Contingency

Each student earns a reward individually based on their own behavior.

Ex. Anyone who has an organized desk by the end of the day will receive a sticker.

What is the difference between rewards and reinforcement?

A reward is the stimulus given after a response that we HOPE will be reinforcing.

A reinforcer is the stimulus presented after a response that increases the likelihood of that response in the future.

What is the difference between contingent and non-contingent reinforcement?

Contingent reinforcement depends on a specific response.

Non-contingent reinforcement does not depend on a specific response.

What is the Premack principle?

A more desirable behavior can be used to reinforce a less desirable behavior.

Ex. Student can get free choice time after finishing their math assignment.

Deprivation

An increase in reinforcer strength as a result of the reinforcer being withheld for a period of time.

Ex. Student is withheld from their iPad for a few days, then is excited to get their iPad for completing their assignments.

Satiation

A decrease in reinforcer strength as a result of the reinforcer being presented frequently for a period of time.

Ex. Student receives stickers everyday for checking in with their teacher, so the student begins to lose interest in the stickers.

Limited Hold

A period of time in which a response must occur to be reinforced.

Ex. Student must complete their worksheet in the next 10 minutes in order to get recess time and, if not, they will not get recess time.

Thinning

Reinforcement gradually becomes less and less available or becomes contingent on greater frequency of the target response.

Ex. Student used to receive candy for every time they went one class period without walking out of class. Student now receives candy for every full day they do not walk out.

What are some tips to consider when writing contracts for students?

• Select 1 or 2 behaviors to focus on

• Describe the behaviors so they are observable and counted

• Identify rewards that will provide motivation

• Write the contact so all parties can understand it

• Troubleshoot if no significant change occurs

What are some ADVANTAGES of using group contingencies?

• Can encourage the individual to do better

• Members of the group may stop reinforcing the undesirable behavior

• Can manage a group with one set of records

• Group members may start spontaneously helping other students and reinforcing appropriate behavior

What are some DISADVANTAGES of using group contingencies?

• Needs to be implemented with more caution than individual contingencies

• If unmonitored, can generate negative social interactions between members

• Excess pressure can be placed on members of a group, which could lead to taunting or threatening

• It’s possible for a single individual to sabotage the system

• Is it fair to deny some people rewards for the actions of a few?

Name the three types of time-out.

1. Non-exclusionary time-out

2. Exclusionary time-out

3. Seclusion time-out

Non-Exclusionary Time-Out

Student is denied access from potential reinforcement but remains in the instructional environment.

Ex. Time-out ribbon.

Exclusionary Time-Out

Student is removed from the instructional environment.

Ex. Student is moved to another room.

Seclusion Time-Out

Removing the student from the environment into one of total social isolation. This is only appropriate for students exhibiting severe aggression.

Ex. Student is moved to another room without anyone else.

What are the 5 possible side effects of relying too heavily on punishment in your classroom?

• Escape/avoidance

• Generalized suppression

• Lowered self-concept

• Aggression

• Intimidation of modeled behavior

• Anxiety