Reinforcement Procedures and Effectiveness

Reinforcement

Increases the likelihood of a behavior happening again.

Positive Reinforcement

Delivery of a stimulus that increases the likelihood that behavior will occur again.

Primary reinforcers

People do not need to learn to want these (basic needs).

Secondary reinforcers

People must learn that they are valuable for them to be reinforcing.

Differential Reinforcement

Reinforcing behaviors that are alternative or incompatible with the problem behavior to increase desirable behaviors.

Differential Reinforcement of Incompatible Behavior (DRI)

Reinforces a behavior that cannot be displayed at the same time as the undesirable behavior. Ex: Cannot be out of seat and sit at the same time.

Differential Reinforcement of Alternative Behavior (DRA)

Reinforces an alternative behavior to the problem behavior, and does not have to be incompatible with the problem behavior. Ex: Reinforcing raising hand instead of speaking out of turn.

Differential Reinforcement of Other Behavior (DRO)

Delivers reinforcement for any appropriate behavior whenever a problem behavior is not displayed for a specific interval of time. Any other appropriate behavior is reinforced as long as the problem behavior does not occur. Ex: Child does not throw a tantrum for 2 minutes and receives reinforcement.

Terminal Behavior

Final desired behavior.

Successive approximations

Each small step.

Reinforcement Schedules

Rules that specify how often a behavior should be reinforced.

Continuous

Reinforcer every time a behavior is displayed and used for new skills. Ex: Giving a sticker for every correct answer.

Fixed Ratio

Reinforcer after a set number of responses are displayed. Ex: FR4 = reinforce after 4 correct responses.

Fixed Interval

Reinforcer when the behavior has been displayed for a set amount of time (seconds, minutes hours, etc.) Ex: 5 min game after 10 min of homework.

Variable Ratio

Reinforcer after a behavior is displayed an average number of times. Use when the learner consistently displays the behavior, and the schedule needs to be thinned to encourage them to maintain the behavior. Ex: VR5 = average of 5 (3 + 7 + 5 = 15 / 3 = 5).

Variable Interval

Reinforcer after a client displays a behavior for an average amount of time. Ex: VI4 = average of 4 min (2 + 6 + 4 = 12 / 3 = 4)

Negative Reinforcement

Removing or stopping an aversive stimulus which increases the future likelihood of behavior. Ex: taking away homework to increase classwork completion.

What makes a reinforcer effective

The individual must “like” the item/activity being given or the stimulus being removed. Effectiveness can change over time and can be based on the individual’s motivation to have it at that moment.

To make reinforcement as effective as possible

Use items they don’t have free access to, make access contingent on engaging in behavior, give immediately after the behavior is displayed, pair tangibles with social reinforcers for more natural reinforcement.

Token Economy

System that provides a structure for the delivery of immediate and delated reinforcement to modify behavior. Tokens are secondary reinforcers and must be delivered immediately after behavior.

Tokens

Contingent reinforcement system. Use behavior-specific praise when delivering the token (“I really like how you finished all the math problems”).

Contingent reinforcement

An individual has to engage in a behavior to earn the reinforcer. Behaviors must be clearly defined, meaning observable.

Back-up reinforcers

items or activities exchanged for tokens. Reinforcer menus can be created with choices and must consider individual preferences.

Response-Cost

Punishment that works by withdrawing a reinforcer following the display of a specific undesirable behavior. Goal = Reduce problem behavior.

Uses of Token Systems

Tokens in discrete trials: discriminative stimulus (S^D/Cue) provided to learner → learner response → consequence delivered (the consequence can be a token)

Factors that Impact of Effectiveness

Immediacy, Consistency, Value of the Reinforcers, Contingency, Magnitude of Reinforcement, Individualization

Immediacy

When should a reinforcer be given? Desired Behavior + immediate Reinforcement = desired behavior increases.

Consistency

Does the behavior consistently lead to reinforcement? Key in the beginning stages of learning a new behavior.

Value of Reinforcers

Is the individual willing to work for it? Value changes depending on if you have or have not had something frequently.

Contingency

Behavior required for reinforcer? We can help establish what behaviors gain access to what they enjoy. Giving free access without desired behavior can undo the “why” behind reinforcement.

Magnitude of Reinforcement

Is the reward worth the effort? More effort = bigger reward.

Individualization

Is the reinforcer based on the client? Reinforcers are individualized and different for everyone.

Motivating Operation (MO)

The environmental condition that changes how much an individual wants something and how hard you will work for it.

Motivaring Operations

Can increase or decrease a consequences effect on a behavior. MO is the umbrella term for Abolishing Operation and Establishing Operation.

Abolishing Operations (AO)

Variables that decreases the effectiveness of a reinforcer. Ex: talking all day at work can make a phone call less desirable.

Type of AO/Satiation

When they are satisfied from exposure and no longer motivated for an item.

Establishing Operation (EO)

Variables that increases the effectiveness of a reinforcer. Ex: not having a drink for a while increases the value of water.

Type of EO/Deprivation

When a person has been deprived of accessing an item and motivation.

Matching Law

Having the displayed behavior match the amount of reinforcement that is available.

Continuous

Reinforced after every correct response (FR1).

Intermittent

Reinforced after set/varying number of responses or intervals.

Continuous Reinforcement Schedule = FR1

Used when establishing a new behavior; thick schedule helping maintain desired behavior.

Fixed Ration Schedules (FR)

Reinforcement is given after a set number of correct responses. These schedules can result in post-reinforcement pause, stop responding after reinforcement is earned.

Fixed Interval Schedules (FI)

Deliver reinforcer after a set amount of time has passed. This schedule may lead to a slow response rate.

Variable Ratio Schedules (VR)

Reinforced after an average number of correct responses. Variable schedules give a more realistic look at how reinforcement is given in the natural environment.

Variable Interval Schedules (VI)

Reinforced after an average amount of time has passed.

Client Interview

This preference assessment involves asking the individual what they like.

Caregiver Interview

These interviews or surveys get feedback from those closest about what the individual enjoys.

Free Operant Preference Assessment

Observed in an environment where items and activities are freely accessed by the individual. The more time they spend with an item/activity might indicate how much they like it.

Multiple Stimulus Without Replacement (MSWO)

This results in a rank-order list of reinforcers for a client. Best used for those who can tolerate a reinforcer being taken away. Once item is chosen it does not go back in the array.

Multiple Stimulus With Replacement (MSW)

Assessed in an environment where items and activities are freely accessed by the individual. Ideal for when a learner cannot tolerate a preferred item being removed. What is selected is put back into the array instead of being removed.

Paired Choice Preference Assessment (Forced Choice)

Two items are presented; learner chooses one and repeated for upcoming trials. Helpful for those who can choose between two options.

Single Stimulus Preference Assessment (Successive choice)

Presented with one item at a time, observed until they are motivated for the next item. Supports an individual who cannot select from an array.

How often should Preferences be Assessed

Should be assessed as needed, consider the learners abilities as the right assessment is chosen, items used in these assessments is not new to the individual.