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Positive Interventions & The Good Behavior Game

Positive Interventions & The Good Behavior Game. Advanced Behavior Modification 10/24/02 Holly Zumpfe. Positive Reinforcement Defined. Positive reinforcement is a procedure where someone is rewarded contingent on a specific behavior. The point is to increase some specific behavior

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Positive Interventions & The Good Behavior Game

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  1. Positive Interventions&The Good Behavior Game Advanced Behavior Modification 10/24/02 Holly Zumpfe

  2. Positive Reinforcement Defined • Positive reinforcement is a procedure where someone is rewarded contingent on a specific behavior. • The point is to increase some specific behavior • Example: A child is rewarded with football cards for completing his physical therapy exercises. • We want to focus on increasing a positive behavior!

  3. Positive Reinforcement checklist • Things to remember when starting a positive behavior intervention • Select and define a behavior to increase • Choose the reinforcers for that behavior • Deliver the positive reinforcement immediately following the behavior • Monitor student progress

  4. The “Grab Bag” Reinforcement Program • The Grab Bag system gives the child the opportunity to pick an item from the grab bag after performing a desired/specified behavior. • Edibles (e.g., candy, raisins, soda) • Material “things” (e.g., stickers, pencils) • Extra Privileges (e.g., extra time watching tv, stay up 15 minutes later) • Parental time (e.g. baking cookies with mom) • The Grab Bag should include items that are reinforcing to the child!!

  5. Setting up the “Grab Bag” • Determine the behavior to increase • Collect baseline on the behavior • Choose the rewards for the grab bag • put the items on 3X5 index cards and it is the index cards that go in the actual grab bag • Make sure the items are rewarding • The child must perform desired behavior to pick from the grab bag. • The unpredictability of the prizes keeps the child interested. • Monitor the targeted behavior.

  6. Spinner Charts (Mystery Motivatior) • (Show spinner) • Make a menu of reinforcers for each number 1-6 • Smaller wedges represent more popular/expensive items • Larger wedges are usually less expensive and easier to provide (I.e., hugs, high-fives, stickers, pencils) • Same behavior definition, baseline collection, and performance monitoring used as in grab bag. • A chance to spin is very motivating

  7. Variations to Mystery Motivator • Gradually increase the number of times they must perform behavior before they get to spin. • Use a chart that includes erasable markers (transparent, invisible ink) to indicate if the child gets a reward that time (refer to Moore, Waguespack, Wickstrom, Witt, & Gaydos, 1994). • Chart weekly progress

  8. Group-Oriented Contingencies • What is a group contingency? • One in which the presentation or loss of a reinforcer is contingent upon the behaviors of the group (or classroom). • Why group? • Time efficient • Economical • Impractical individual plans • Quick remedy for disruptive classroom behaviors • Peer influence

  9. The “Good Behavior Game” • Example of a group-oriented contingency • Classroom (or group) divided into two teams • Teams compete against a set criterion for a prize. • So, teams not competing against each other but encourages within group cooperation

  10. Is this Effective? • Baer & Richards (1980) • Reduced classroom disruptive behaviors from baseline • Good during an instructional period (I.e., math, reading) • When game in effect = talking and out of seat behaviors occurred at lower levels from baseline • When game not in effect = disruptive behaviors occurred more frequently

  11. Effectiveness continued • Swain, Allard, & Holborn (1982) • Tooth brushing focus • 1st and 2nd grade students • Home behavior rewarded at school • Initiated with 1st graders, then 8 weeks later, initiated with second graders • What kind of design is this?????? • When initiated in both groups, increase in tooth brushing occurred

  12. Guidelines to Implementing a Group Contingency • Choose a powerful reinforcer • Target a specific behavior/set of behaviors to target • Set an appropriate performance—you want to see success!! • Combine other strategies/procedures if needed • Select appropriate group contingency • Dependent • Independent • Interdependent • Monitor performance (baseline & intervention)

  13. Procedure for Good Behavior Game (Rathvon, 1999) • Select an instructional period (most disruptive and most behavior problems) • Tell children about the game and the point of the game is to “learn more during math” (for example) • Explain the game • Criterion • Operationalize behaviors that get “tallies” • Reward • Winning team/Both Win

  14. Procedure for Good Behavior Game (Rathvon, 1999) cont… • Divide into 2 teams • Make a place on the chalkboard to keep track of both team “tallies” • Tally disruptive targeted behaviors during “game time” • Lower limits for criterion gradually • Deliver daily rewards at first and gradually fade to weekly • START WITH SUCCESS!!!!

  15. CAUTIONS (During the Good Behavior Game) • Disruptive students may act out more! • If this happens: • Remind them of rules • If necessary break all disruptive children into a 3rd group • Add a negative contingency if needed • Expand game to other instructional periods!!!! • Good Luck!

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