ABA Principles Exam 4

multiple stimulus without replacement (MSWO)

- array of potential reinforcers presented to individual, researcher records which potential reinforcer the individual approaches or chooses first -stimulus then removed from array and researcher records which stimulus picked next -array presented a number of times to identify the order in which stimuli are chosen -stimuli chosen first are more likely to be stronger reinforcers than those chose last

types of differential reinforcement

-DRA (differential reinforcement of alternative behavior) -DRO (differential reinforcement of other behavior) -DRL (differential reinforcement of low rates of responding)

comparing procedures involving intervals- DRO, Spaced Responding DRL, FT sched (NCR), FI sched

-DRO - at the end of the interval, the reinforcer is delivered for the absence of the behavior -DRL(spaced responding) - at the end of the interval, the reinforcer is delivered for the first response --In DRO and DRL(spaced responding), a response before the end of the interval resets the interval NCR (FT sched) - at the end of the interval, the reinforcer is delivered independent of the behavior FI reinforcement schedule - at the end of the interval the reinforcer is delivered for the first response --In FT and FI schedules, a response before the end of the interval DOES NOT reset the interval

SD

-SD -the antecedent stimulus that is present when the bx is reinforced

increase response effort for undesirable behavior

-a behavior that requires more response effort than a concurrent operant is less likely --if the competing behaviors take more effort, then they are less likely to interfere with the desirable behavior -response effort is increased through environmental manipulation

what is an advantage of using communication as an alternative behavior (FCT)

-a communication response that is reinforced is more efficient (easier and quicker) than a problem behavior

DRO

-also called diff rx of zero rate of bx -reinforcer is delivered for the absence of the pb in intervals of time -extinction for the occurrence of the pb (reinforcer no longer delivered contingent on pb) -intervals are chosen based on the baseline level of the pb -logic behind DRO is that if reinforcer is delivered only after periods in which the pb is absent, the pb decreases through extinction, and the time periods without the pb should increase --if periods without pb increase, occurrence of pb naturally decreases 1. Break OP into intervals, reinforcer is delivered if absence of pb in interval (reinforcer delivered at the end of the interval if not pb occurred in the interval) 2. extinction for occurrence of pb 3. reset interval if pb occurs

DRO without extinction

-always make extinction part of DRO if possible --effective DRO usually not possible without extinction -may not be possible with automatically reinforced bx -one except would be the case in which the reinforcer for the absence of the pb is more potent than the reinforcer for pb itself --in this case, DRO procedure might be effective bc the payoff for not engaging in pb is bigger than the payoff for engaging in pb -choose powerful reinforcer that competes with reinforcer for the pb --DRO w/o EXT only possible if this can happen

interresponse time (IRT)

-amount of time between two consecutive responses

present EO for desirable bx

-an EO makes the reinforcer for the desirable bx more potent -an EO increases the prob of the desirable bx (the EO evokes the bx) -if you can increase the reinforcing value of the consequence of a behavior, you make it more likely that the bx will occur

antecedent control procedures

-antecedent stimuli are manipulated to evoke desirable behaviors, so that they can be differentially reinforced, and do decrease undesirable behaviors that interfere with the desirable bxs -based on functional assessment info -involves altering the environment in advance of the tb -addresses antecedents rather than consequences of operant bx -addresses consequences indirectly through manipulation of motivating operations -increases the probability of the desirable bx and decreases the prob of undesirabled bx --in the PRESENT, NOT the FUTURE --look at SD's and EO's and see how we manipulate them to decrease pb -should always be used in conjunction with differential reinforcement that will strengthen the desirable bx once it occurs

how to choose reinforcers

-ask (indirect) --ask them questions -observe (direct) --observe person and note which activities or interests they pursue -test ---preference assessment ---reinforcer assessment

sensory extinction

-behavior no longer produces sensory reinforcement and the behavior is extinguished -involves changing or eliminating the sensory stimulation that reinforces the bx -ex: spinning a plate on table surface to make sound-> use table cloth and plate no longer makes sound when spun -- throwing a piece of lint in the sky to watch it fall-> turn of lights each time so she can't see it

extinction of behavior maintained by automatic positive reinforcement

-behavior no longer produces stimulation ex: Hank uses his nicotine device to get a buzz. Using the device is reinforced by automatic positive reinforcement. When the device runs out of juice, Hank initially tries to hit it harder, longer, and more frequently (extinction burst). The device still does not work. Because the behavior (using the device) no longer produces the stimulation (buzz), the behavior is weakened (decreases and stops in the future).

extinction of behavior maintained by automatic negative reinforcement

-behavior no longer terminates aversive stimulus ex: In the past, Mike picked his scabs when they are healing because they are very itchy. Mike's picking was reinforced by automatic negative reinforcement because it terminates the itchy aversive sensation. Mike's parents want to decrease this behavior. They cut Mike's nails very short and do not let them grow out. Now when Mike tries to pick his scabs, it does not work and the itchiness does not go away. Initially, Mike's picking increases in duration, frequency, and intensity. Because picking does not result in the termination of the aversive sensation (itchyness), picking is weakened (decreases and stops in the future).

AO

-decreases the value of a reinforcer (value altering effect) --applied to positive and negative rx -makes a behavior less likely (behavior altering effect) -makes a reinforcer less potent -makes a behavior less likely in the present -positive reinforcement- less likely to engage in bx to get it -negative reinforcement- makes aversive stimulus less aversive, so you are less likely to try and escape it

differential negative reinforcement of alternative behavior

-desirable bx produces escape or avoidance of aversive stimulus -undesirable bx DOES NOT produce escape/avoidance -possible problems: --escape extinction is sometimes difficult or dangerous

variations of DRA

-differential reinforcement of an incompatible behavior (DRI) -differential reinforcement of communication (DRC)/functional communication training

if kid engages in pb 3 times a minute, how would you use DRO?

-divide the OP into 20 second intervals --interval would have to be 20 seconds or shorter so there is a chance for success (opportunity to reinforce) --the interval should be the average time between responses or less

single stimulus assessment

-each potential reinforcer presented one at a time to see whether individual approaches stimulus or not -after each stimulus presented numerous times, researcher calculates percentage of times that they approached each stimulus to indicate which stimuli are likely to be reinforcers

antecedent control procedures are used to _____ desired behaviors and ______ undesirable behaviors

-evoke, prevent

types of functional (and nonaversive) treatments

-extinction -differential reinforcement -antecedent manipulations all used together

functional interventions

-extinction, differential reinforcement, antecedent control -they are functional because they decrease problem behaviors and increase desirable behaviors by modifying the antecedent and consequent variables that control the bx -nonaversive as well -should always be the first treatments utilized in an attempt to decrease a pb bc they change the conditions that are maintaining the bx and evoking the bx

how to use extinction

-first identify the reinforcer that maintains the pb, then eliminate it (make sure it no longer follows the bx) -bx that is no longer reinforced will decrease in frequency and stop

paired stimulus assessment

-forced choice or paired choice procedure -2 potential reinforcers are presented to the individual and the researcher records which stimulus the individual approaches -each stimulus from a pool of potential reinforcers is presented with every other stimulus multiple times and the researcher calculates the percentage of times that the individual approached each stimulus to indicate which stimuli are likely to be reinforcers

functional treatments/interventions

-functional= based on functional assessment information --alter and manipulate antecedents and/or consequences -nonaversive= do not include punishment procedures -these tx are the first choice for decreasing problem behaviors -more restrictive treatments are used only when functional/nonaversive txs fail

important considerations when using extinction (eliminating reinforcer)

-have you identified the reinforcer? (extinction must be functional) --failure to eliminate particular reinforcer for PB means incorrect implementation of EXT procedure -can you eliminate the reinforcer (is the reinforcer under your control?) --if the change agent has no control over the reinforcer, extinction cannot be implemented --extinction can be implemented only if the change agent can prevent the reinforcing consequence each time the pb occurs --ex: bullying (pb does not occur in front of change agent) --ex: kid playing loud music (change agents do not have control over radio's volume settings) -is it safe to use extinction? (is the behavior dangerous?) --could it result in harm to the person exhibiting pb or to other people in immediate environment? --ex: need to use attention for AGG sometimes, can't ignore kid running into street, hard to deny escape if person uses extreme AGG -can you tolerate an extinction burst? (how bad will the behavior get?) --must anticipate extinction burst and be certain the change agents can tolerate escalation of bx --need to (1) inform change agent of escalation that is likely to occur, (2) instruct change agent to persist in withholding reinforcer as pb escalates, (3) if escalation of bx likely to harm person with pb or other people, must devise a plan to eliminate or minimize harm --if u predict change agent won't be able to persist in withholding reinforcer during EXT burst, or if u can't prevent harm during EXT burst, EXT should not be used -can you be consistent? (will everyone use extinction? all the time? --for extinction to be implemented correctly, reinforcer must NEVER follow pb ---if reinforced even occassionally, procedure amounts to intermittent rx instead of EXT --all change agents must be trained to use procedure correctly to ensure consistency IN SUMMARY -must (1) identify particular reinforcer for pb, (2) determine that change agents control reinforcer, (3) determine that it is safe to use EXT, (4) determine that EXT burst can be tolerated, (5) determine that change agents can implement EXT procedure consistently

factors that influence the use of antecedent control procedures

-have you identified the relevant antecedents? -can these antecedents be altered? -how acceptable will it be to alter these antecedents?

using antecedent control procedures

-identify antecedents and consequences for desirable and competing behaviors -assess response effort for desirable and competing behaviors -determine which relevant SDs and EOs you can manipulate -determine whether you can manipulate response effort for desirable or competing behaviors

Remove SDs or cues for undesirable bxs

-if the SDs or cues for an undesirable behavior are not present, it is less likely that the person will engage in the behavior -in the absence of the SD, the undesirable bx is less likely

Presenting AOs for undesirable behaviors (Eliminate EOs for desirable behaviors)

-if you can make the outcome of the undesirable behavior less reinforcing, you will be less likely to engage in the behavior and, therefore, more likely to engage in the desirable behavior -make the outcome of the undesirable behavior less reinforcing by presenting an AO for the reinforcer --without an EO, the reinforcer for undesirable behavior will not be potent --without an EO, the undesirable behavior is less likely to occur

antecedents do NOT _______, just _____

-increase future probability of behavior -evoke or abate the behavior in the moment

EO

-increases the value of a reinforcer (value altering effect) --applied to positive and negative rx -makes a behavior more likely (behavior altering effect) -makes a reinforcer more potent -makes a behavior more likely in the present -positive reinforcement- more likely to get it -negative reinforcement- more likely to escape it

one way to make a desirable behavior more likely is to

-make undesirable competing behaviors less likely to occur

problems with escape extinction

-might be difficult to ignore pb (agg), can't always make escape not happen -preventing escape usually requires physical guidance through task, which can be difficult or impossible if working with someone who resists the guidance

present SD or cues for desirable bx

-one reason that a desirable bx may not occur often is that the SD for the bx are not present in the person's environment -ask urself what circumstances or stimulus conditions you could arrange that would have stimulus control over the bx --by presenting the SD or cues for the behavior, you are arranging the right conditions for the bx to occur -the desirable bx is under the stim control of the SD -when the SD is present, the behavior is more likely (the SD evokes the bx) -cues serve as prompts or reminders

alternatives to escape extinction

-other functional procedures (antecedent manipulation, diff rx) should be used instead -no longer present demands that evoke escape behavior --problem with this is that we are presenting demands for a reason (learning, work- it's important for them to respond to it) ---rarely used unless people are demanding unreasonable things -demand fading --figure out what about demand is aversive, so you back off of it and then gradually reintroduce it -alter EO for escape bx --alter demands to be more reinforcing ---always make sure you are making demand as reinforcing as possible its less reinforcing to escape --provide more strong reinforcers in the demand situation --strong positive reinforcers for compliance -eliminate all reinforcers in the "escape to" environment --eliminate reinforcers in the environment that they escape to, make it so they have to comply to get these

extinction of behavior maintained by social positive reinforcement

-other person no longer delivers reinforcer ex: In the past when Joey was denied access to his Xbox, he would tantrum. His parents would give him his Xbox when he tantrumed (parents deliver positive reinforcer contingent on tantruming). Joey's tantrums were reinforced by social positive rx (access to tangibles). His parents now want to decrease Joey's tantrums. When Joey's parents deny access to XBox, Joey tantrums, but his parents do not deliver the reinforcer (Xbox). Joey's tantrums initially increase in duration, frequency, intensity (extinction burst). Joey's parents continue to not deliver reinforcer. Because the behavior no longer produces the reinforcer, Joey's tantrum behavior is weakened (decreases and stops occurring in the future).

extinction of behavior maintained by social negative reinforcement

-other person no longer provides escape or avoidance of aversive stimulus ex: In the past when it was time for a bath, Mimi the cat engaged in aggression and scratched Henry. Henry let Mimi leave the bathroom and not take a bath. Mimi's aggression was reinforced by social negative reinforcement (escape from aversive stimulus). Henry wants to decrease Mimi's aggression. Now, when it is time for a bath and Mimi engages in aggression, Henry ignores aggression and makes Mimi take a bath. Mimi's aggression initially increases in intensity, duration, and frequency (extinction burst). Henry continues to ignore Mimi's aggression. Because the behavior no longer results in escape from the aversive stimulus, Mimi's aggression is weakened (decreases and stops occurring in the future).

considerations in the use of DRA

-prompt the alt bx when EO occurs for the PB -consider manipulating EOs to make the reinforcer more potent --don't let kid get reinforcer for free, make them use desired bx -consider the use of rules or instructions --if client is verbally able to understand -fade artificial reinforcers to natural reinforcers to help maintain the bx -consider using the Premack principle

differential reinforcement

-reinforce one behavior and not others -involves basic principles of reinforcement and extinction-one particular behavior is reifnorced and all other behaviors are not reinforced in a particular situation --as a result, the bx that is reinforced increases and the behaviors that are not reinforced decrease through extinction -when u stop reinforcing a approximation (extinction), extinction burst occurs and novel bxs appear and u start reinforcing the novel bx that is a closer approximation to the target behavior

DRL

-reinforcer delivered contingent on a lower rate of responding during a period of time -you do not reinforce the absence of the behavior; rather, you reinforce a lower rate of the problem behavior -used when a low rate of the pb can be tolerated or when the bx is a problem only bc of its high rate -used to get a bx to occur less (not necessarily to eliminate the behavior) -two types of DRL --full session DRL --spaced responding DRL

stereotypic bx

-repetitive bx that does not serve any social function for person -self-stimulatory bxs bc they produce some for of sensory stimulation for person

types of PAs

-single stim preference assessment -paired stim preference assessment -multiple stim preference assessment (MSWO)

differential reinforcement of an incompatible behavior (DRI)

-the alternative behavior is physically incompatible with the problem behavior, therefor the two behaviors cannot occur at the same time

momentary DRO

-the pb must be absent at the end of the interval for the reinforcer to be delivered -rarely used

whole interval DRO

-the pb must be absent for the whole interval for the reinforcer to be delivered -the term "DRO" refers to whole interval DRO

spaced responding DRL

-the reinforcer is delivered for a response when it is separated from the previous response by a specified interval of time -if a response occurs before the end of the interval, the response is not reinforced and the interval is reset -individual responses are reinforced when the IRT is greater than X -the timing of responses is important

full session DRL

-the reinforcer is delivered when a fewer than a specified number of responses occurs per time period (session) -change agent specifies the max number of responses that can occur in the session for the reinforcer to be delivered -the reinforcer is delivered at the end of the session if the number of responses was fewer than the specified number -the timing of responses in the session is not important

FCT: When a child's pb is reinforced by ATT, the child is taught....... When a child's pb is reinforced by escape when difficult academic material is presented, the child is taught.....

-to ask for attention as an alternative response -to ask for assisstance

reinforcer assessment

-to determine that the item did in fact function as a reinforcer, you would deliver it contingent on a behavior and show that the behavior increased -make each potential reinforcer contingent on an operant response -if the frequency or duration of the response increases when a stimulus is contingent on the response, you have demonstrated that the stimulus is a reinforcer

decrease response effort for desirable bx

-to make a behavior more likely, arrange antecedent conditions such that less effort is needed to engage in the behavior -a behavior is more probable when it requires less response effort than does a concurrent operant -response effort may be decreased through environmental manipulation

preference assesssment

-try out a variety of different stimuli and see which one the person prefers -in each type of approach, the researcher identifies a number of potential reinforcers, presents the potential reinforcers to the person, and records which ones they approach

more restrictive treatments

-type of intervention that is restrictive of person's rights --ex: time out, response cost, punishment -use functional methods instead

describe extinction and possible problems: 17 year old's hair pulling/manipulation Antecedents: alone, watching TV Consequences: tactile stimulation

-use sensory extinction (glove, maybe cut hair short) so when girl manipulates hair, no longer produces tactile stimulation -ext prolly not best bc can't control reinforcer or have control over bx if girl is alone

DRA

-used to increase frequency of desirable bx and decrease frequency of undesirable bxs --desirable bx is reinforced each time it occurs and this results in an increase in the future prob of desirable bx --at same time, undesirable bxs are not reinforced and this results in decrease in future prob of undesirable bx -involves combining reinforcement for a desirable behavior and extinction of undesirable bx -reinforcer is delivered for desirable behavior --best to use the functional reinforcer --may use other powerful reinforcers -extinction for the problem behavior

extinction following positive reinforcement

-when a behavior is positively reinforced, extinction means the person no longer gets the positive reinforcer following the bx

extinction following negative reinforcement

-when the behavior is negatively reinforced, extinction means the person no longer escape from the aversive stimulus following the behavior --variation of extinction called escape extinction

extinction burst

-when the reinforcer no longer follows a particular behavior, three things may happen initially: 1. increase in frequency, duration, or intensity of the unreinforced behavior 2. occurrence of novel behaviors 3. occurrence of emotional and/or aggressive behaviors -not necessarily a conscious process

the success of an extinction procedure depends on

-whether the particular reinforcer maintaining the problem behavior has been identified

how do you determine which antecedent control procedure to use in a situation?

-you should know how to use them all and choose the one that best fits the situation -to understand situation, you should conduct functional assessment to analyze the three term contingency invovled in evokeing and maintaining the desirable and undesirable behaviors -deciding on specific strategies will invovle team input and problem solving to identify the best ways to alter the relevant antecedents

using extinction

1) define problem behaviors and implement data collection -record pb before and after use of EXT procedure to document change 2) conduct a functional assessment to identify the reinforcer for the problem behavior --must identify specific reinforcer for pb so you can eliminate it in EXT procedure 3) eliminate the reinforcer for the problem behavior -important considerations 4) consider the schedule of reinforcement prior to extinction --less resistance to extinction following CRF --extinction decreases behavior more slowly following intermittent reinforcement 5) use differential reinforcement -reinforce an alternative behavior to replace the problem behavior --always use reinforcement procedure in conjunction with extinction or any procedure that decreases PB --major focus is to develop desirable bxs that are functional in a person's life and improve person's life in meaningful ways 6) take steps to promote generalization and maintenance -generalization of behavior change after extinction means pb will stop (alt bx occur) in all relevant circumstances --use extinction in all relevant circumstances --have everyone use extinction, all the time -maintenance means behavior change will last over time --continue to use extinction over time long after the pb has decreased -consistent rx of alt bx that is functionally equivalent to pb promotes generalization and maintenance

using DRA

1. Define the tb to increase and the undesirable competing behavior(s) to decrease 2. identify the reinforcer you will use for the desirable bx -one possibility is to use the reinforcer that is currently maintaining the undesirable bx (already know this reinforcer is effective) 3. choose a reinforcer for the desirable bx 4. reinforce a desirable bx immediately and consistently -a bx reinforced on CRT schedule at least initially is more likely to increase to desirable level and replace undesirable bx that are not being reinforced -reinforce desired bx when pb is not happening -prompt the desirable bx if necessary --if u have EO, prompt desired bx before pb occurs --prompt BEFORE undesirable bx occurs, NOT AFTER ---if u wait to prompt desired bx after pb occurs, you are giving ATT to pb --prompt when EO and SD are present -the desirable bx should require less response effort than the pb -provide greater magnitude of reinforcement for desirable bx 5. eliminate (or minimize) the reinforcer for the undesirable behavior(s) -when 2 bxs maintained by concurrent schedules of rx, bx that results in greater reinforcement will increase relative to other bx -"minimize"- can't completely stop rx when its AGG towards other, can minimize by standing in between two kids 6. use intermittent reinforcement for maintenance -makes the bx more resistant to EXT 7. program for generalization -target bx should be differentially reinforced in as many relevant situations as possible, by as many relevant people as possible

implementing DRO

1. Identify the reinforcer for the problem behavior 2. Identify the reinforcer to use in DRO -if you are going to reinforce the absence of the pb, you must use a consequence that functions as a reinforcer for that particular person 3. Choose the DRO interval -the length should be tied to the BL rate of the pb (if pb occurs frequently, then interval short; if pb occurs infrequently, then interval longer) -choose interval length that will result in a high probability of reinforcement 4. Use extinction for the problem behavior (or minimize the reinforcement for the problem) 5. Deliver the reinforcer for the absence of the problem behavior in each interval 6. The occurrence of the problem behavior resets the interval for delivery of the reinforcer -if pb occurs, reinforcer is not delivered and interval for reinforcement is reset 7. Gradually increase the DRO interval -as frequency of pb decreases, the DRO intervals can be lengthened gradually 8. Use instructions when applicable -if client can verbally understand instructions

implementing DRL

1. Is DRL the appropriate procedure? - Do you want to decrease but not necessarily eliminate the behavior? 2. Determine the acceptable level of the behavior -full session: how many responses per session are acceptable -spaced-recording: choose interval of time that must elapse between each occurrence of bx 3. Decide on full session DRL or spaced responding DRL -if timing important and necessary to have interval of time between responses, use spaced-responding -if timing less important and just want to decrease overall rate of bx in session, use full session 4. Inform the client of the criterion for reinforcement -full session- tell them max number of responses that are acceptable in session -spaced-responding- tell them how much time u expect between each instance -in both cases, tell client what reinforcer is for achieving criterion performance 5. Use a procedure to give the client feedback on number of responses or timing of responses -full session- put tally marks on board -spaced-responding- some type of cue that signals an interval has completed 6. Use intermediate goals if necessary

procedures to increase the probability of the desirable tb

1. Present SD or cues for the desirable bx 2. Present EO for desirable bx 3. Decrease response effort for desirable bx

procedures to decrease the probability of competing (undesirable) bx

1. Remove SDs or cues for undesirable bx 2. Presenting AOs for undesirable behaviors (Eliminate EOs for desirable behaviors) 3. Increase response effort for undesirable bx

when to use DRA

1. You want to increase a desirable behavior and/or decrease undesirable behaviors 2. The desirable behavior already occurs at least occasionally or you can prompt it (or shape it) initially to evoke it -bc must be occurring occasionally; if it doesn't then DRA by itself is not appropriate 3. You have access to a reinforcer that you can deliver after the occurrence of the bx each time --if u can't identify a reinforcer to use each time or have no control over reinforcer, can't use DRA

extinction

1. a previously reinforced behavior 2. is no longer followed by the reinforcing consequence 3. the behavior is weakened (decreases and stops occurring in the future) -one of the first approaches that should be considered for treating a pb

examples of spaced responding DRL

Amy's friend calls her on the phone atleast 5 times a day to chitchat. Amy wants to reduce this and uses DRL to do so. Amy decides to only answer her friend's calls if the time between calls greater than 2 hours. If her friend calls her more than 2 hours after a first call, then Amy will answer the phone. If Amy's friend calls her less than two hours after a previous phone call, Amy does not answer the phone and resets the interval.

DRA vs DRO

BOTH -need to be able to control reinforcer for PB DRA -valuable bc you are reinforcing a replacement bx -more desirable bx of alt bx DRO -you don't have to prompt alt bx, just wait for absence of pb, so sometimes easier -in some circumstances, DRO only thing to use (like decreasing mask removal)

Example of increasing response effort for undesirable bx

Before Hank starts studying, he uses a ladder to put his phone and the remote to the TV high up in a cabinet. He then puts the ladder away. Hank is now less likely to get distracted with his phone or TV because of the increased response effort of engaging in these behaviors.

what is a commonly used procedure of DRA?

FCT

Example of eliminating EOs (presenting AO) for undesirable behaviors

Hank frequently stops studying to play xbox. This leads Hank to not study enough and do poorly on his test. Hank decides to give himself an hour long period before studying to play Xbox. Now, playing Xbox is not longer a potent reinforcer while studying, and this abates the behavior.

Example of presenting EOs for desirable bx

Hank has to submit an assignment before going out to a bar with a friend. Hank sometimes gets distracted and takes a long time on the assignment, missing his chance to go out. Hank invites tells more friends to go out tonight and they agree. Now, the reinforcer of going out is more potent because he will be seeing more of his friends. He is more likely to do his work on time.

Example of removing SDs or cues for undesirable bxs

Hank has trouble resisting playing his XBOX when he is studying. Hank moves his xbox out of his room when he is studying so he does not see it and feel tempted to use it.

Example of decreasing response effort for desirable bx

Hank was usually too tired after school to cook dinner so he ordered out instead. Hank wanted to increase his behavior of cooking food at home. He decreased the response effort for cooking food at home by arranging his kitchen with all of the necessary ingredients for dinner set up next to the stove. Now, Hank is more likely to cook food at home after school when his kitchen is set up because he does not need to use energy setting up cooking supplies. Some interventions decrease response effort and present the SD at the same time

Example of presenting SDs or cues

Hank's electricity bill was extra high last month because his roommate always left the light on in the kitchen. Hank printed out the electricity bill and taped it over the light switch in the kitchen. Hank's roommate started to turn off the kitchen lights more frequently because the printed out bill was a cue that evoked his behavior of turning off the lights. Hank praised his roommate each time he turned off the lights.

DRA example

Joey draws on his parents wall. When Joey does this, his parents reprimand him. This consequence strengthens the behavior and Joey continues to draw on the wall in the future. This behavior is maintained by social positive reinforcement. The parents teach Joey to appropriately ask for attention by tapping them on their arms. Now, Joey's parents only deliver attention to him when he taps on their arm but do not deliver attention when he draws on walls. There is less response effort to tap his parents than to draw on the walls. The parents reinforce tapping each time it occurs and ignore drawing on walls. The parents immediately reinforce the tapping and do not reinforce the drawing. The parents give Joey a large amount of praise when he taps them and do not give any attention to the drawing. Now, the drawing is weakened (decrease in the future probability of this behavior) and the tapping is strengthened (increase in the future probability of this behavior.

examples of DRO.

Joey engaged in stripping while in class. The frequency of his stripping was about once every 15 minutes. The therapists decided to deliver tokens contingent on the absence of stripping. Tokens could then be exchanged to buy small toys at the Dollar Store. The therapists broke up the observation time into 15 minute intervals. If Joey did not engage in stripping, then he earned a token. If Joey engaged in stripping, then the interval was reset and he did not earn a token.

example of full session DRL

Joey just watched the new Borat movie. He constantly quotes the movie to the point of annoying his friends. His friend told Joey that if he quotes the movie less than 5 times every two hours, he will give Joey a dollar. If Joey quotes the movie more than 5 times, in a two hour session, then his friend will not give him a dollar.

Steege, M., Wacker, D., Cigrand, C., Berg, W., Novak, C., Reimers, T., Sasso, G., & DeRaad, A. (1990). Use of negative reinforcement in the treatment of self-injurious behavior. JABA, 23, 459-467.

Purpose: -conduct FA to identify maintaining consequence of SIB for 2 participants -based on results of FA, developed tx that used microswitches as communication to provide neg rx (DNRA) Target Behavior and Measurement: -SIB -independent/prompted microswitch pressing -appropriate bx (for Dennis only)-active participation in grooming -6 s partial interval recording Intervention: -alternating treaments design FA, ABABCB reversal for Ann tx, MBL across tasks for Dennis -BL- trainer physically guided participants through grooming, escape not provided (unusual and idk why they did this) -tx- intervention package that incorporated negative rx and guided complaince --escape contingent on pressing microswitch that said "stop" when activated (if didn't press independently, then trained physically prompted) ---physical guidance to press microswitch contingent on tolerance of activity (by having them tolerate activity, setting up EO for escape) --when SIB, guided compliance was implemented -follow up Results: -FA showed both participant's SIB maintained by escape -for Ann- BL: SIB occurred a lot, then when negative rx and guided compliance implemented, immediate decreased and decreased each time reversal happened -for Dennis- BL: SIB occurred a lot, then when negative rx and guided compliance implemented, immediate decrease in SIB for all tasks and continued to not occur -Follow up- teacher told researcher's Ann's mom did not implement so SIB still occurring at high rates, Dennis now actively involved in grooming and low rates of SIB Discussion: -DNRA effective for both participants -Increased on task behavior and activity duration -Greater quality of grooming -Lack of generalization or follow up data (Ann's bx not maintained bx family did not follow through with intervention in natural environment) -Intervention based on FA was effective (any surprises here?) -Importance of the microswitches for the intervention --Low response effort -Communication response is understandable to care providers -Could a typical parent conduct this intervention? -Issues with generalization of behavior change from inpatient treatment

Kahng, S., Iwata, B., DeLeon, I., Worsdell, A. (1997). Evaluation of the "control over reinforcement" component of functional communication training. JABA, 30, 267-277.

Purpose: -researchers wanted to examine how control over reinforcement contributes to behavior reduction --they compared conditions where the individual's behavior did (FCT) or did not (NCR) determine the delivery of reinforcement Target Behaviors and Measurement: -SIB, hand mouthing, eye poking -alt bxs- lifting hand above shoulder/chest, saying "hi," signing "finished" -frequencies of SIB and alt responses Intervention -FA used to identify maintaining variables of SIB -multielement design with two simultaneous baselines and FCT procedure, NCR procedure -for two subjects, baseline was similar to demand condition of FA, one BL was attention condition -FCR- alt response resulted in escape for two subjects, attention for one -NCR- presented demand then immediately walked away (schedule based on number of demand trials when escape occurred in the previous FCT session, noncontingent attention on FT schedule Results -FA showed two SIB maintained by escape, one maintained by ATT -FCT decreased SIB for all 3 participants --similar decreases were seen in the NCR condition (SIB was reduced to a similar degree in both conditions) ---this shows that control over the delivery of reinforcement is not an important component of FCT Discussion -why "yoke?"- so amount of reinforcement was equivalent in NCR condition as it was in FCT condition --"yoke"- something about the 2 conditions was exactly the same -which was preferable? --FCT bc you are increasing a desired bx, teaching how to communicate, puts reinforcement in their control --NCR more preferable in some circumstances bc it is easier to implement -what principle was responsible? --bc they got escape/attention for free in NCR condition, it was an AO (made reinforcer for problem behavior less potent) -was their DRA really FCT? What is "communication?"- communication doesn't have to be vocal, just has to be understood by the audience (audience trained to respond to it with some social reinforcement)

Kodak, T., Miltenberger, R., & Romaniuk, C. (2003). The effects of differential negative reinforcement of other behavior and noncontingent escape on compliance. Journal of Applied Behavior Analysis, 36, 379-382.

Purpose: -to evaluate changes in compliance depending on the use of NCE and DNRO for pb maintained by escape Target Behavior and Measurement: -disruptive behavior of 2 participants -compliance of 2 participants -frequency Intervention: -alternating treatments design embedded in a nonconcurrent multiple baseline design across subjects -praise for each correct answer -BL- therapist instructed to complete a task, escape contingent on pb -NCE- first session continuous break, then next sessions 10s break provided every 10s (NCE interval increased if two consecutive sessions with pb) -Diff neg rx of other bx- first session continuous break, then next sessions DNRO interval of 10s (if no pb then 10s break provided), if pb then clock reset, interval increased as sessions proceeded if rate of pb equal to or less than individual criterion level Results: -NCE and DNRO both produced decreases in pb -compliance increased with both NCE and DNRO Discussion: -both DNRO and NCE effective for decreasing pb and increasing compliance -why did both increase compliance? --adventitious rx- possible that when reinforcer was given in DNRO and NCE it happened to follow compliance but this is unlikely --more likely bc escape was no longer reinforcing bx of the breaks --also more likely bc escape used to be more powerful than praise but then it was given for free in DNRO and NCE and praise became more reinforcing

sometimes a behavior is not as frequent as desired because....

competing behavior interferes with it

desired behavior and undesirable (problem) behaviors are viewed in a

competing responses framework -antecedent control procedures involve manipulating some aspect of the physical or social environment to make a desired behavior more likely or to make a competing, undesirable bx less likely

self assessment

on Table 14.2 (p.278) -what type of reinforcement in each example? -how do you use extinction for each example? -issues, problems with extinction in each case? application exercise #4- provide a rationale for the use of extinction answers to each misapplication exercise

considerations for DRA

remember they have had a history of rx for pb -response effort- make desired bx equal to easier than pb -schedule of rx-make sure desired bx reinforced on an equal or better sched of rx -immediacy of rx- desired bx needs to be reinforced immediately and every time --chose a bx that is easier to reinforce every time -magnitude of rx- desired bx needs to be reinforced bigger (more mag) or equal to rx of pb

describe extinction and possible problems: 18 year old's binge eating Antecedents: alone, sad, negative thinking Consequences: relief from negative feeling/thoughts

when binge eating, no more escape from negative feeling/thoughts -ext maybe not correct procedure or possible bc u cant control inner thoughts (cant control reinforcer), but you could make them listen to recording of thoughts while eating so they cant escape it

describe extinction and possible problems: A 6 year old child with autism hand waving Antecedents: not engaged in a task or interaction Consequences: visual stimulation

when child engages in hand waving, block sensory stimulation -ext may not be best, could use ant manipulations to increase stimulation other ways so theres not an EO for it (deprivation)

describe extinction and possible problems: A 4 year old's tantrums antecedents: parent makes requests during preferred activities consequences: escape from requested activity; continues preferred activity

when child tantrums, no longer allow escape

describe extinction and possible problems: A 4 year old's tantrums antecedents: child told he can't have something consequences: gets the thing he asked for

when child tantrums, no longer deliver reinforcer

describe extinction and possible problems: A 4 year old's tantrums Antecedents: teacher makes academic demand Consequences: teacher provides extended interaction and assistance

when child tantrums, no longer provide assiszstance ??

describe extinction and possible problems: A 4 year old's tantrums antecedents: teacher busy with other students consequences: teacher directs attention to the child

when child tantrums, no longer provide attention to child

describe extinction and possible problems: A 4 year old's tantrums antecedents: sibling touches his toys consequences: sibling stops touching his toys

when child tantrums, sibling should not stop touching his toys. -ext not best bc of safety of sibling

describe extinction and possible problems: 17 year old's hair pulling Antecedents: watching TV, mom busy in the room Consequences: attention

when girl pulls hair, no longer provide attention -ext hard bc harm to girl

describe extinction and possible problems: 8 year old's wrist biting Antecedents: during tooth brushing, sore gums Consequences: escape from tooth brushing

when wrist biting occurs, do not allow escape from tooth brushing -ext may be difficult bc resistance to guidance, also harm