Registered Behavior Technician Training: Choosing Reinforcers and Preference Assessments

Introduction to Rethink's Registered Behavior Technician Training

  • Focus: Choosing reinforcers and preference assessments.
  • Objectives:
    • Understand the importance of effective reinforcers.
    • Learn informal methods for selecting reinforcers.
    • Learn formal methods for determining preferences and reinforcers.

Reinforcement and Behavior Change

  • Key Concept: Successful behavior change requires functional consequences.
  • Definition of Reinforcement:
    • A process where behavior is followed by a consequence.
    • The consequence strengthens the behavior or increases its likelihood of occurring again in the future.
  • Importance of Reinforcers:
    • The success of reinforcement procedures relies on the effectiveness of the reinforcers used.
    • Potential forms of reinforcers include:
    • Food
    • Toys
    • Activities
    • Social interactions
    • Praise

Types of Reinforcers and Their Usage

  • Examples of Reinforcers:
    • Praise: Fist bumps and verbal affirmations like "Excellent."
    • Snacks: Positive reinforcement with statements like "Good work. You got your snack."
    • Toys and enjoyable activities: Encouraging physical interactions and leisure time activities.
    • Breaks from work: Positive reinforcement like "You’re gonna take a break. Good for you."
    • Tokens: Coins, stickers, or tokens leading to a larger reward.

Effective Reinforcement Practices

  • Immediate Reinforcement: Present the reinforcer right after the desired behavior.
  • Praise with Reinforcement: Accompany tangible reinforcers with verbal praise.
  • Initial Reinforcement of Responses: Reinforce responses even if prompted initially.
  • Gradual Fading of Prompts: As responses become consistent, reduce the reliance on prompts and increase the value of reinforcers for independent responses.
  • Important Consideration: Save the most potent reinforcers for responses with the least assistance.

Factors in Choosing Reinforcers

  • Desirability of Reinforcer: Measure how much the learner wants access to the reinforcer.
  • Individual Preferences: Recognize that preferences vary from one learner to another.
  • Dynamic Preferences: A learner’s desires may change over time or depend on the situation.
    • Example: A child liking a certain type of cookie one day may prefer another type the next day.
  • Gathering Information:
    • Use informal and formal methods to assess preferences.

Informal Methods for Choosing Reinforcers

1. Ask
  • Directly inquire about what the learner wants.
  • Important considerations when asking:
    • Preferences may change over time.
    • Some items may only be desired in specific situations.
    • If the learner cannot communicate, consult family members, caregivers, or educators for insights.
2. Observe
  • Monitor the learner during play/leisure time to see what activities they choose.
  • Observation could uncover restricted interests, especially in learners with autism.
3. Reinforcer Sampling
  • Introduce new activities/items to the learner to expand their range of interests.
    • Example: Offering different video games to a child who only plays one specific game.
4. Offering Choices
  • Present the learner with a menu of limited options.
  • The learner chooses from this selection, and the chosen item/activity is provided after exhibiting the desired behavior.
5. Try and See
  • After displaying a desired behavior, provide various items and observe the learner's reactions.
  • Track if choices lead to repeated behavior or decline in engagement.

Varying Reinforcers

  • Consistently update and diversify reinforcers to maintain motivation.
  • Encourage the learner to choose what they want to work for before a lesson.
  • Pair food with praise in situations where a learner prefers food as a reinforcer, gradually fading food until praise itself is the primary reinforcer.

Formal Methods: Preference Assessments

  • Defined as structured procedures to assess preferences systematically.
  • Measure how often items are chosen and for how long they are engaged with.
  • Three Types of Preference Assessments:
    • Single Stimulus: One item presented individually.
    • Paired Stimulus: Two items presented at once for comparison.
    • Multiple Stimulus: More than two items in a lineup.

Single Stimulus Preference Assessment

  • Procedure:
    • Present one item at a time to the learner.
    • Observe whether the learner approaches or engages with the item.
    • Record data on engagement duration and behaviors.
    • Repeat for all items (maximum of 20).
  • Appropriate for learners who are unable to differentiate between items.

Paired Stimulus Preference Assessment

  • Procedure:
    • Gather 6 to 8 items, numbering them for identification.
    • Each trial involves two items (e.g., cookie vs. cracker).
    • Allow the learner to select one item and engage with it.
    • Remove the other item and present new pairings.
  • Data Review: Calculate the percentage of times each item is chosen to create a hierarchy of preferences.

Multiple Stimulus Preference Assessment

  • Procedure:
    • Gather 5 to 8 items and arrange them in a line.
    • Record the learner’s selection, allowing engagement.
    • Rearrange items after each trial and repeat until only one remains.
  • This assesses how the order of items affects preferences and creates a preference hierarchy based on the frequency of selection.

Conclusion

  • The success of reinforcement procedures hinges on how desirable or preferred the consequences are.
  • Identify potential reinforcers through both informal and formal methods:
    • Informal: Ask, Watch, Sample, Offer Choices, Try and See.
    • Formal: Preference Assessments (Single, Paired, Multiple Stimulus).