educ181 Part two

Token economy

When student engages in positive behavior, student is provided with symbolic "token" (points, stickers, clips, check on sheet) that is redeemed for something reinforcing! (activity, object, attention, break)

Primary reinforcer

the thing they trade in for

Secondary reinforcer

the token

Response cost

Losing tokens for certain actions

Interdependent group contingency

all for all; the behavior of all determines the consequences for all

Dependent group contingency

one for all; the behavior of one (or a few) determines the consequences for all

Independent group contingency

(to each his own); the behavior of an individual determines the consequences for that individual

Four critical features of evidence-based classroom management

1. Maximize structure in your classroom. 2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 3. Actively engage students in observable ways. 4. Establish a continuum of strategies to acknowledge appropriate behavior and respond to inappropriate behavior.

Extinction

Taking away reinforcement from previous reinforced behavior; extinction always needs to be accompanied by reinforcement for alternative behavior.

Extinction burst

Extinction results in a behavior increase before a decrease.

Spontaneous recovery

Short-lived and limited if extinction procedure remains in effect.

Time-out (nonexclusion and exclusion)

Nonexclusion: The student remains in the instructional/activity area, but is denied access to reinforcers through a temporary manipulation of the environment; Preferred over exclusion. Exclusion: The student is removed from the instructional/activity area, contingent upon occurrence of problem behavior.

Setting events (SEs), also called Motivating Operations (MOs)

Events that occur before the immediate A-B-C chain; Affect current likelihood of the behavior occurring and the potential value of the reinforcer.

Value altering and behavior altering effects of EOs and AOs

Establishing operation: Evocative; Value and behavior are increased. Abolishing operation: Abative; Value and behavior are decreased.

Conditioned and unconditioned motivating operations

Conditioned motivating operations: Things we learn to want; Unconditioned motivating operations: things we are born to want.

Distinction between MOs and SDs

SD (Discriminative stimuli) = is reinforcement available for this specific behavior; MO (motivating operators) = will something that occurs after the behavior be reinforcing.

Interventions for motivating operations

Neutralize: calm down; Eliminate: Eliminate the setting event.

Antecedent intervention (what is it, and why do it)

What is it

restructure the environment to prevent problem behaviors from occurring in the first place

Why do it

Makes environment more pleasant and motivating, which enhances well-being and happiness

General antecedent interventions

Visual cues, Give choices, Visual timers, Visual schedules, Daily schedule, Within task schedule, First-then board.

Antecedent interventions for obtaining attention

Make adequate attention available; Modify situations leading to need for attention.

Antecedent interventions for escaping tasks

Eliminate or alter part of instruction, demand, or expectation.

Antecedent interventions for obtaining tangibles/activities

Prepare student for removal of desired thing; Make loss of thing less aversive.

Antecedent interventions for self-stimulatory behavior

Make the environment more stimulating; Provide sensory stimulation to match input provided by target behavior.

Fading antecedent strategies

Change should be slow and occur over time, rather than just removing strategy.

Behavioral momentum

Present a series of brief, simple tasks that student has history of easily completing prior to issuing a more challenging task.

Task interspersal

Arrange instructional sequences so it offers variation.

Two core features of replacement skills

Serve the same function; Be efficient.

Effort as part of Efficiency

The physical or cognitive energy required to produce the behavior.

Quality/magnitude (as part of Efficiency)

How high-quality or intense is the functional outcome that results from this behavior?

Immediacy (as part of Efficiency)

How short is the latency between the behavior and the consequence?

Consistency (as part of Efficiency)

How often does the alternative behavior produce the desired outcome?

Probability of punishment (as part of Efficiency)

How likely is it that doing this behavior will be accompanied by something punishing?

Function-based replacement skills

If problem behavior allows student to access X, then alternative skill needs to allow student to access X too (but more efficiently).

Model/Lead/Test

Model the behavior for the student; Lead a role-play with the student; Test the student for comprehension.

Imitation

1. Model for imitation is an antecedent that evokes the imitative behavior.

2. Imitative behavior must immediately follow presentation of the model.

3. Model and behavior must have formal similarity.

4. Model must be controlling variable for imitative behavior.

Shaping

Critical components of shaping: Differentially reinforcing, Successive approximations towards a terminal behavior.

Chaining

Step by step and reinforcement; sequence of stimulus-response pairs, wherein each response produces an SD for the next response.

Naturalistic Developmental Behavioral Interventions

Three core elements: 1. Nature of teaching targets; 2. Contexts for teaching; 3. Instructional strategies.