Differential Reinforcement

1. Differential Reinforcement

2. Least Intrusive Alternative Hierarchy • Level I: Strategies of differential reinforcement

3. Least Intrusive Alternative Hierarchy • Level I: Strategies of differential reinforcement • Level II: Extinction

4. Least Intrusive Alternative Hierarchy • Level I: Strategies of differential reinforcement • Level II: Extinction • Level III: Removal of a desirable stimuli

5. Least Intrusive Alternative Hierarchy • Level I: Strategies of differential reinforcement • Level II: Extinction • Level III: Removal of a desirable stimuli • Response-cost procedures • Time-out procedures

6. Least Intrusive Alternative Hierarchy • Level I: Strategies of differential reinforcement • Level II: Extinction • Level III: Removal of a desirable stimuli • Level IV: Presentation of aversive stimuli

7. Least Intrusive Alternative Hierarchy • Level I: Strategies of differential reinforcement • Level II: Extinction • Level III: Removal of a desirable stimuli • Level IV: Presentation of aversive stimuli • Unconditioned aversive stimuli • Conditioned aversive stimuli • Overcorrection procedures

8. Level I: Strategies for Differential Reinforcement • Differential reinforcement of low rates of behavior (DRL) • The application of a specific schedule of reinforcement, used to decrease the rate of behaviors that, while tolerable or even desirable in low rates, are inappropriate when they occur too often or too rapidly.

9. Level I: Strategies for Differential Reinforcement • Differential reinforcement of low rates of behavior (DRL) • Differential reinforcement of other behaviors (DRO) • A reinforcing stimulus is delivered contingent on the target behavior not being emitted for a specified period of time.

10. Level I: Strategies for Differential Reinforcement • Differential reinforcement of low rates of behavior (DRL) • Differential reinforcement of other behaviors (DRO) • Differential reinforcement of incompatible behaviors and alternative behaviors (DRI or DRA) • DRI-reinforcing a topographically incompatible behavior with the behavior targeted for reduction • DRA-reinforces the occurrence of a behavior that is an alternative to the behavior targeted for reduction

11. Level II: Extinction • Reduces behavior by abruptly withdrawing or terminating the positive reinforcer that maintains an inappropriate target behavior

12. Seven Steps in Planning Instructional Strategies • Determine if the task is simple or complex. If complex, determine if a task analysis is needed.

13. Task Analysis Strategies • Total task teaching: all steps in a task analysis are trained each time the program is implemented

14. Task Analysis Strategies • Total task teaching: all steps in a task analysis are trained each time the program is implemented • Step-by-step teaching: one step of the task is taught before training is given on the next step

15. Sample Task Analysis • Locate the phone • Find the phone number • Choose correct change • Pick up the receiver with left hand • Put receiver to ear and listen to dial tone • Insert first coin • Insert second coin • Dial seven-digit number • Wait for ring a minimum of 5 times • If someone answers, initiate conversation • If busy, hang up phone and collect money

16. Response Chaining • Used to link a series of functionally related responses, each associated with a particular stimulus condition

17. Example of a response chain “Go to first stop sign” “See yellow house on left” CUE Reinforcer + cue “Turn right” “Go two stop lights” First response Second Response

18. Total Task Chain • Learner practices every step of the task analysis or chain each time the task is taught • Steps are presented in the order in which they naturally occur, thus having a logical relationship to one another

19. Forward Chaining • Procedure where all the steps are performed in sequence, but only the first task step is instructed and reinforced.

20. Sample Task Analysis • Locate the phone • Find the phone number • Choose correct change • Pick up the receiver with left hand • Put receiver to ear and listen to dial tone • Insert first coin • Insert second coin • Dial seven-digit number • Wait for ring a minimum of 5 times • If someone answers, initiate conversation • If busy, hang up phone and collect money

21. Backward Chaining • Teaching generally begins with the last step and progresses toward the beginning of the chain. • The last step of the task is the only step that is taught and reinforced

22. Seven Steps in Planning Instructional Strategies • Determine if the task is simple or complex. If complex, determine if a task analysis is needed. • Select the instructional methods

23. Cues • Instructional: • A verbal sign or command to an individual to complete an activity • Environmental: • Signs or events from the natural environment that signal the individual to complete an activity

24. Prompt • Different from a cue in that… The individual cannot complete the required skill or task without additional support or assistance. A way of giving someone additional information so they can complete or learn to perform a task

25. Types of Prompts • Antecedent: • Prompts provided prior to the behavior occurring • Response • Prompts provided following a behavior

26. Antecedent Prompts • Picture and auditory prompts • Expanded stimulus features • Relevant feature prompts

28. Other relevant feature prompts • Highlighting text pages • Color-coding • Put an X on the back tag of a shirt

29. Antecedent Prompts • Picture and auditory prompts • Expanded stimulus features • Relevant feature prompts • Proximity prompts

30. Antecedent Prompts • Picture and auditory prompts • Expanded stimulus features • Relevant feature prompts • Proximity prompts • Associative Prompts • Presentation of a depiction of the more abstract stimulus

31. TASK ANALYSIS Response Chain Total Task Chain Forward Chain Backward Chain

32. CUES PROMPTS Antecedent Response Picture/Auditory Verbal Expanded Stimulus Feature Gesturing Modeling Relevant Feature PartialPhysical Proximity FullPhysical Associative

33. Response Prompts • Verbal prompt

34. CUES PROMPTS Antecedent Response Picture/Auditory Verbal Expanded Stimulus Feature Gesturing Modeling Relevant Feature Partial Physical Proximity Full Physical Associative

35. Response Prompts • Verbal prompt • Gesturing

36. CUES PROMPTS Antecedent Response Picture/Auditory Verbal Expanded Stimulus Feature Gesturing Modeling Relevant Feature Partial Physical Proximity Full Physical Associative

37. Response Prompts • Verbal prompt • Gesturing • Modeling

38. CUES PROMPTS Antecedent Response Picture/Auditory Verbal Expanded Stimulus Feature Gesturing Modeling Relevant Feature Partial Physical Proximity Full Physical Associative

39. Response Prompts • Verbal prompt • Gesturing • Modeling • Partial physical prompting

40. CUES PROMPTS Antecedent Response Picture/Auditory Verbal Expanded Stimulus Feature Gesturing Modeling Relevant Feature Partial Physical Proximity Full Physical Associative

41. Response Prompts • Verbal prompt • Gesturing • Modeling • Partial physical prompting • Full physical guidance

42. CUES PROMPTS Antecedent Response Picture/Auditory Verbal Expanded Stimulus Feature Gesturing Modeling Relevant Feature Partial Physical Proximity Full Physical Associative

43. Effective Prompting • Prompts should focus student attention on the natural cue, not distract from it • Prompts should be as weak as possible • Prompts should be systematically faded as rapidly as possible • Unplanned prompts should be avoided • Prompts should be age-appropriate

44. Seven Steps in Planning Instructional Strategies • Determine if the task is simple or complex. If complex, determine if a task analysis is needed. • Select the instructional methods • Select the strategy for fading

45. Fading Strategies • Fading prompts • Systematically providing less and less information, allowing the person the perform the behavior with greater self-direction

46. Fading Strategies • Fading prompts • Error Free Learning • Provides whatever prompt is necessary to complete a behavior before the person has the chance to make a mistake and then reduces the assistance

47. Fading Strategies • Fading prompts • Error Free Learning • Single Prompt • This strategy allows the individual to perform the task with one specific prompt and, according to a plan, reduce the assistance given by providing less and less of the same prompt

48. Fading Strategies • Fading prompts • Error Free Learning • Single Prompt • Multiple Prompt • Providing two or more prompts to elicit the behavior and then gradually fading each

49. Fading Strategies • Fading prompts • Error Free Learning • Single Prompt • Multiple Prompt • Progressive prompting • Allows the individual to perform the task with no assistance first, then on to more levels of assistance until the task is performed

50. Fading Strategies • Fading prompts • Error Free Learning • Single Prompt • Multiple Prompt • Progressive prompting • Prompt hierarchy • Increasing the level of assistance by changing the type of prompt used