Chapter 9 Using Reinforcers to Increase Appropriate Behavior Wheeler, J. J. & Richey, D. D. (2...
1. Principles of Effective Reinforcement
1.1. 1. Must be contingent 2. Must be immediate 3. "Establishing operations will increase the value of the reinforcer" (Wheeler & Richey, 2019) 4. Greater intensity = more effective outcome 5. Quality will determine effectiveness
1.1.1. establishing operations ex: deprivation and satiation
2. Using Positive Reinforcement within Learning Environments
2.1. Reinforcement schedules
2.1.1. Continuous reinforcement: occurs when a target response is repeatedly reinforced following its occurrence.
2.1.1.1. used during skill acquisition
2.1.2. Intermittent reinforcement: used during the fluency-and maintenance-building stages of learning
2.1.2.1. "used to promote ongoing refinement and performance maintenance of the skill or behavior over time"
2.1.2.2. 4 different types of schedules: 1. fixed interval 2. variable interval 3. fixed ratio 4. variable ratio
2.2. Shaping: the reinforcement of successive approximations of a target behavior
2.3. Chaining: involves a sequence of related steps or behaviors or discriminative stimuli and responses; focus on the entire skill or behavior.
2.3.1. Types: Total task presentation Backward chaining Forward chaining
2.4. Stimulus control: a process by which a stimulus assumes control of a behavior that has been previously reinforced in the presence of that stimulus: the ability of a student to successfully discriminate the antecedent stimulus and voluntarily respond to it in an appropriate manner within the natural environment
2.4.1. repeated reinforcement over time = learning occurs
2.5. Fading: designed to systematically remove instructional prompts so that a behavior occurs under natural conditions.
2.5.1. used to reduce prompts, increase independence
3. Applications of Classroom-wide Reinforcement Programs
3.1. Token economy program
3.2. Team-based models of reinforcement
3.2.1. teams accrue points based on tasks and following rules
4. Using Positive Reinforcement within PBIS
4.1. Schoolwide, Classroom, Individual
4.2. positive reinforcers for meeting behavior expectations
5. What is Reinforcement?
5.1. Reinforcement: a consequence that follows a behavior and that strengthens the behavior.
5.2. Positive - very important in a learning environment; self-esteem, desire to learn
6. Positive Reinforcement
6.1. contingent presentation of a stimulus that increases the probability of the occurrence of the behavior in the future
6.2. examples: verbal praise, smiles, teacher proximity, access to preferred activities, and choice
6.3. key points: must be individualized, valued by individual, verbal praise, smiles, teacher proximity, access to preferred activities, and choice
7. Negative Reinforcement
7.1. occurs when an occurrence of the target behavior is followed by the removal of an aversive stimulus, ultimately resulting in an increase in the target behavior
7.2. NOT a punishment (does not reduce behavior), but strengthens the probability of a target behavior
7.3. Associated avoidance behavior (intent: avoid aversive stimulus and aversive consequences, rather than eliminating aversive stimulus)
7.3.1. ex: disengagement, disruptive behaviors
7.3.2. problem: when behaviors are negatively reinforced over time, student does not develop skills to address conflicts
7.3.2.1. Is negative reinforcement maintaining a problem behavior: "1. Does the behavior result in the termination of instructional demands or activities? 2. Does the learner experience difficulties with regard to the instructional tasks or demands in question? 3. Do the behaviors occur most frequently in those academic subject areas that the learner has difficulty with versus those tasks that the learner has greater degrees of ability in?" (Wheeler & Richey, 2019)
7.3.3. potential solutions: 1. alter task demands in a way that the learner will want to participate 2. teach alternative skills or strategies to address deficient areas 3. acknowledge effort, absence of behavior
8. Classes of Reinforcers
8.1. 1. Edibles 2. Activity 3. Tangible 4. Social (praise, etc) 5. Tokens 6. Naturally occurring
8.1.1. Naturally occurring reinforcers: represent a very rich array of reinforcers available to a teacher and students found within the day-to-day classroom and home environments of children