Download Understanding the Use of Positive Reinforcement Strategies and

How Can You Help That Behavior
At Home And School?
Allison Garofalo, M.A.
Becky Horrocks, M.Ed.
What Is Behavior?
*Behavior is the activity of living organisms
*Human behavior is everything people do
*B.F. Skinner proposed that environment acts on
the organism and the organism acts on the
environment (Radical Behaviorism) gave birth to
rise of applied behavior analysis
Cooper, Heron, & Heward, 2007
What is Behavior?
Behavior can be determined by applying
the Dead Man's test:
Ogden Lindsley (1965) said:
If a dead man can do it, it isn't behavior.
And if a dead man can't do it, then it is
behavior.
•
Cooper, Heron, & Heward, 2007
What is Behavior?
Skinner said that everything is behavior
and included thinking
•
He created the operant conditioning
paradigm of:
Antecedent-Behavior-Consequence
A-----B-----C
•
Cooper, Heron, & Heward, 2007
A----B----C
Antecedent - Behavior - Consequence
3 term contingency Skinner used to explain
human behavior
All behaviors have something that happens
before (antecedent) and after (a
consequence)
We can recognize and alter behavior by
examining the antecedents, behavior, and the
consequences
A-B-C Example:
Every time Joe hears his mother say
"time for dinner", Joe screams and
hits his head. His mother hugs him
and rubs his back to calm him down.
Wolfe, Pam (2008). Penn State DVD Lecture Series.
A-B-C Example:
Jim's teacher says time to get your
homework out. Jim throws his books
on the ground. Jim's teacher lets him
take a break for ten minutes
A-B-C Example:
The teacher says "Get your jacket for
recess. Anna gets her jacket and
stands in line. her teachers says
"Good job Anna"!
If one looks at Antecedent-BehaviorConsequence,
one can begin to determine the
function(s) of the behaviors
All Behaviors Have a
Function
Behaviors may serve two different types of
functions:
To obtain something desirable (Positive
Reinforcement)
and
To avoid something undesirable (Negative
Reinforcement)
O'Neill, Horner, albin, Sprague, Storey, and Newton 1997
Functions Of Behavior
Further Defined:
Under these functions there are categories. All
of the functions and the categories within them
involve:
"interactions
with the
environment or people."
Exhibited Fall Under These
Categories:
To gain access to attention (positive and
negative attention)
To gain access to tangible items or activities
To gain access to internal stimulation (sensory)
To escape or avoid attention (positive and
negative)
To escape hard tasks, changes in routine, or
unpredictability
To escape/avoid internal stimulation that is
aversive like itching, hunger, or pain
O'Neill, Horner, Albin, Sprague, Storey, & Newton, 1997
This Means....
Both undesirable and desirable behaviors are
learned and maintained through interaction
with the social and physical environment
It is important to think about what may
be reinforcing to one child may be
aversive to another
Cooper, Heron, & Heward, 2007
How Do I Determine What is Causing The
Maladaptive Behavior ?
A Functional Behavioral Assessment is an assessment
that determines the function of behavior and is
conducted by trained staff
An FBA serves three functions:
1) It uncovers the function or the purpose underlying
the child's behavior
2) It identifies the relationship between the ecological
context and the behaviors
3) It culminates in the design of an intervention plan
O'Neill, Horner, Albin, Sprague, Storey, & Newton, 1997
A-B-C Example #1
Antecedent:
J's mother says "Time for dinner"
Behavior:
J screams and hits his head
Consequence:
J's mom hugs him and rubs his back
J screams and hits his head at a high rate every
time his mother asks him to come to dinner
Function: Attention in the form of positive
social reinforcement
A-B-C Example #2
Antecedent:
K's teacher says "Time to get your homework
out"
Behavior: K throws her books
Consequence:K's teacher lets her take a
break for ten minutes
The behavior continues to increase every time
the teacher asks K to do anything related to
academics
Function: Escape from task demands
A-B-C Example #3
Antecedent: Z's teacher says "get your jacket
for recess
Behavior: Z gets his jacket and lines up
Consequence: Z's teacher says "Good Job!"
Z continues to get his jacket every single time
his teacher asks him to for the rest of the
school year
Function: Positive reinforcement - social
attention
A-B-C Example #4
Every time that S's dad puts on the football
game, S begins to fall on the floor and
scream. S's dad turns off the T.V.
Antecedent: Football game
Behavior: Falling on the floor screaming
Consequence: Termination of the football
game
S continues to fall on the floor every Sunday
before the football game
Function: Negative Reinforcement - escape
from unpredictability
A-B-C Example #5
Every time T wants his favorite toy he screams.
His family members give him the toy. T stops
screaming.
Antecedent: T wants his favorite toy
Behavior: screaming
Consequence: T receives the toy and stops
screaming
In the future T screams for all of his toys
Function: Positive social reinforcement
tangible item
Function for family members: Negative
Other Factors To Consider
1. Setting events
2. Predictors
Setting events examples
1. medications
2. Medical or physical problems
3. Sleep cycles
4. Eating routines and diet
5. Daily schedule
7. Staffing patterns and interactions
O'Neill, Horner, Albin, Sprague, Storey, & Newton, 1997
Antecedent events
(predictors)
1. Time of day
2. Physical setting
3. People
4. Activity
O'Neill, Horner, Albin, Sprague, Storey, & Newton, 1997
Reinforcement
Two types
Positive - when a behavior is followed
immediately by something that increases
similar responses in the future
Negative - a behavior produces the termination
or removal of something that increases the
future occurrence of the behavior
Reinforcement Methods
1. The only way to ascertain if the procedures
one is using are reinforcing is if there is an
increase in behavior
2. What is reinforcing for one person may not
be for another
3. A reifnforcer must occur during or
immediately after the behavior to be
increased
4. Reinforcement must be contingent on
behavior
5. Reinforce frequently while strengthening a
new behavior
Examples of positive
reinforcement
•Hugs, pats on the back, sitting or standing near a person, social praise
(attention)
•Earning a sticker or a preferred toy (social tangible)
•Anything that is given that increases a behavior
Cooper, Heron, & Heward, 2007
Examples of negative
reinforcement
•Child completed homework all week and is given a pass to use for no
homework any night they choose
•Child completes a difficult task and earns a break from class for 2 minutes
•Child hates lima beans, but tries three bites and can throw the rest away
(YUCK!) (Behavior of trying undesirable food increases)
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Punishment
2 Types
Positive - adding something to a behavior that
makes a behavior decrease
Negative - removing something that makes a
behavior decrease
Cooper, Heron, & Heward, 2007
Punishment Methods
The only way to ascertain if one is using
a punishment method is if the
behavior decreases
Punishment
Would this man make you intrinsically want to change your behavior? Or
would it scare you into changing?
Why Punishment Does Not
Always Work
Punishment must be delivered at
intense levels to permanently
decrease behavior. Once it is
discontinued, the behavior may
spontaneously recover
Cooper, Heron, & Heward, 2007
Extinction is Withholding
Reinforcement
3 Types
•Behavior maintained by positive reinforcement – withhold reinforcer
•Behavior maintained by negative reinforcement – withhold reinforcer (prevent
escape)
•Behavior maintained by sensory consequences (automatically reinforced) –
withhold reinforcer = prevent person from experiencing consequences (Block)
and teach socially acceptable behavior
•Look out for the extinction burst!!!
Lee, David. (2008). Penn State DVD Lecture Series.
Example of extinction burst
Classroom Management Ideas To
Prevent Behaviors
•Group Contingency: Presentation or loss of a reinforcer is contingent upon the
behavior of:
An individual within the group
A segment of the group
The whole group
Group contingencies save time, are equally effective, and can reduce large
number of disruptive behaviors without individual plans
•Sticker charts
•Increase positive verbal praise of appropriate behaviors, decrease verbal
redirections for negative behaviors.
Ruhl, Kathy. (2008). Penn State DVD Lecture Series
Examples:
• When Julie submits 4 homework assignments, the whole class gets to have a party on
Friday
• When Julie submits 4 homework assignments, she gets to participate in the party on
Friday
• All members of Julie’s group submit 4 assignments. Julie and all members of her
group earn a party. All members, but Julie submit 4 assignments. No one in the group
earns a party.
• Julie does all of her homework at home with out exhibiting unwanted behaviors for
1,2,3,4 or 5 days she can earn a special treat
• Julie participates with the family for family functions (dinner, outings, parties, etc.)
without displaying unwanted behaviors she can earn a
Ruhl, Kathy. (2008). Penn State DVD Lecture Series
Examples continued…
•Good behavior game – 2 or more teams, whoever gets lower points = reward
for class (points must be given for not good behavior)
•Good student game – student self-manages (self check off sheet at end of
each period that teacher reviews for accuracy)
•Hero procedure- individual earns reward for the whole group and becomes a
hero to the group
•Behavior Contracts with individual students/children
More Ideas
•Set up a signal for behaviors, transitions and when the
behaviors need to reeled in.
•In my room we use the phrase “everybody” to let the class
know there is a group instruction coming
•We also use a hand up and point to the palm to let children
know to wait when they interrupt. It was written on my hand
for a few weeks until they understood the signal.
•What are some techniques you use in your room or
home??
http://www.cccoe.net/social/classroommanagement.htm
More ideas to use in
classroom
• "Give Me Five.”: Extend five fingers out on your outstretched arm. This means "two eyes watching, two ears
listening and one mouth closed." The students will usually give the "high five" gesture back and begin paying
attention.
• Music: Play calming music throughout the day in the classroom. Studies have suggested that calming music
without vocals helps relieve stress. Mood, classical or instrumental music may be tried to wee which is most
effective for your students.
• Give each student his or her own small water bottle. They may be allowed to refill it throughout the day as
needed. This helps keep the students hydrated, which results in increased mental alertness.
http://www.cccoe.net/social/classroommanagement.htm
Case Study
•John Doe is a 7 year old male in a typical classroom setting. He is in the
“advanced” math group.
•On 8/10 observations, he asks to go to the bathroom when math is about to start.
•When he comes back he is off task on 7/10 (drawing, talking, head down, making
comments that are not about the lesson) observations.
•He has been out sick for 4/5 unit tests.
•He has completed 1 out of the last 10 homework assignments.
•It has been reported that he was the top student in his math class last year.
•He is now in danger of failing the subject.
Q&A
References
• Cooper, Heron, & Heward (2007). Applied Behavior
Analysis: Second Edition. New Jersey. Pearson
Education, Inc.
• O'Neill, Horner, Albin, Sprague, Storey, & Newton
( 1997). Functional Assessment and Program
Development for Problem Behavior. A practical
handbook. Second Edition. Pacific Grove, CA.
Brooks/Cole Publishing Company.
• Classroom Mangagement Strategies. Retrieved from:
http://www.cccoe.net/social/classroommanagement.ht
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References
• Ruhl, Kathy. (2008). Penn State DVD Lecture Series
• Lee, David (2008). Penn State DVD Lecture Series
• Wolfe, Pam (2008). Penn State DVD Lecture Series