Transcript Slide 1

www.BehaviorAdvisor.com
This slide show is part of a
workshop given by Tom
McIntyre (Dr. Mac)
1
Differential Reinforcement Procedures
While you’re waiting… Your “Do Now” Activity
Consider the 3 words found at the top of this screen.
Based on the title, what do you think that these
procedures are designed to accomplish?
What is their intent and goal?
List some behaviors (displayed by students), witnessed or
hearsay, that you believe are totally unacceptable in the
classroom.
Which behaviors do you find to be irritating or
disruptive, but would tolerate if they were displayed
infrequently.
2
So… what are
“differential reinforcement procedures”?
3
The DRs
Reduction of inappropriate behaviors through the
use of structured administration of reinforcement.
DRO - Differential Reinforcement of Other behaviors
DRI - Differential Reinforcement of Incompatible behavior
DRA - Differential Reinforcement of Alternative behaviors
DRL - Differential Reinforcement of Low rates of behavior
4
Differential Reinforcement
of Other Behaviors (DRO)
The student is reinforced for withholding the inappropriate
behavior for a designated period of time.
Only “zero displays” of the inappropriate behavior during the
time period are reinforced.
DRO is “omission training”… a student is reinforced for the
absence (rather than the presence) of behavior.
“Pure” DRO requires that reinforcement be given no matter
what other behaviors are displayed.
(So focus on the behavior of most concern)
5
Steps for Applying DRO
An interval of time is figured from observation data.
Reinforcement is given if the undesirable behavior
was NOT emitted during the designated time
interval.
Any display of the inappropriate behavior
results in a re-setting of the clock (start another time
(Usually)
interval)
6
Interresponse Time (IRT)
“IRT” is the average amount of time that elapses
between displays of the inappropriate behavior.
Calculating IRT is a way to determine an appropriate
interval length for DRO (and DRL) schedules.
This time period (or one slightly higher or lower) becomes
the initial interval during which the student must
withhold the inappropriate behavior (in order to obtain
reinforcement).
7
Cliff uses
contact” (push, poke,
slap)
An“inappropriate
Examplephysical
of Calculating
IRT
toward other students an average of 9 times during the 6 hour
school day. A DRO intervention is planned.
To determine the IRT during which Cliff must refrain from
“negative touch” in order to obtain reinforcement, 9 (events) is
divided into 6 (hours).
Cliff uses negative physicality toward peers 1½ times per hour.
Next, his teacher divided 1½ into 60 (minutes in an hour).
The number obtained, 40, indicates the average number of
minutes that pass between physical contacts. An interval length
of 40 minutes is set as the amount of time that he must refrain
from physically contacting peers in order to obtain reinforcement.
Data will continue to be collected, and new IRTs calculated.
8
Calculating the DRO Interval
# of time intervals (minutes, periods, hours, days)
# of times the behavior was witnessed
Carmen cursed 6 times in 30 minutes.
30 = 5
But 5 what?
6
5 of the time intervals that we were using in our
calculation (minutes)
9
Another…
During a 20 minute observation, Kanae displayed 8
short “scripting” incidents. What is your
reinforcement interval?
20 = ?
8
2½ But 2½ what?
Minutes.
Kanae must go 150 seconds with NO displays of
scripting in order to receive reinforcement.
10
Considerations When Using DRO?
Because reinforcement is delivered if a student does
NOT perform the identified behavior, teachers
run the risk of positively reinforcing a variety of
other inappropriate behavior.
(Instead, use DRI or DRA)
Teachers might create a “behavioral vacuum” for
students who do not possess a large repertoire
of appropriate behaviors because DRO
reinforces the absence of behavior.
The selected reinforcer must be at least as powerful
as the one obtained when performing the
inappropriate behavior.
11
Differential Reinforcement of
Incompatible Behavior (DRI)
Select & reinforce a particular behavior that is
topographically incompatible with the
inappropriate one.
The two behaviors cannot coexist.
The promotion of the new behavior interferes with,
and thus “cancels out” the undesirable action.
The new behavior prevents the old one from
surfacing.
12
DRI
Student puts head down & sleeps: Reinforce staying
awake (perhaps have him/her stand and/or walk with
a clipboard).
The incompatible behavior is often the “opposite”
action.
Considerations & Cautions?
– FBA should have been conducted to determine reason for
the behavior
– The student must be able to perform the replacement
behavior
– Start with a CRF schedule of reinforcement & fade it out
13
Groups:
What is incompatible with…?
Being out of one’s seat?
Having one’s hand in mouth?
Cutting class?
Making rude remarks when given a direction by
a teacher?
Hitting oneself on side of head with fist when
presented with a task?
Can be a “frequency” action (rude remarks) OR a
“duration” action (Hand in mouth)
14
Differential Reinforcement of
Alternative Behavior (DRA)
Closely related to DRI: A preferred alternative to the
undesirable behavior is reinforced…
Nicki tends to push others when the class lines up.
He will now be the official “tissue box carrier” at
the end of the line, ready to run forward is
someone sneezes.
Unlike DRI, the replacement response is dissimilar,
but not topographically incompatible with the
present behavior.
Examples?
15
DRA
When the student displays the inappropriate behavior,
the teacher redirects the student to the chosen
alternative behavior.
Note: Sometimes DRA is used in conjunction with a
mild punisher if the student continues to exhibit the
inappropriate behavior.
To replace the undesirable action, the alternative
must:?
– Meet the same need/function/purpose, and/or
– Bring the same amount of benefits
16
Differential Reinforcement of Low Rates
of Behavior (DRL)
Unlike DRO (which requires zero responding), DRL
allows inappropriate behavior IF it is at a more
tolerable level.
Reinforcement is provided for a lessened display of
the undesirable behavior during a designated
period of time.
So, my errant scholar…
How low can you go?
17
Procedure:
DRL
– Conduct “baseline” recording to determine average number of displays.
– Decide whether to have “penalty clauses” for failure to reach the goal.
– Decide whether to have “incentive clauses” for performance that is better
than the goal that was set.
– Meet with the student & set a goal of N-1 (or a greater reduction).
– Reinforce the student for meeting the goal.
Benefits?
Good for building self-control over strong non-violent habits
Disadvantages?
Slow process which is not appropriate for violent behaviors.
For which behaviors might DRL be appropriate? (next slide)
18
DRL
Curse words
Tearing up work
Number of staples used to secure document.
Work mistakes
Talk outs
Burps / Animal noises
Just about anything, except behaviors that are?
– Violent towards others
“You sent only 2 kids to the hospital today.”
– Self-destructive
“You met your goal of trying to commit suicide only 4 times this
week.”
19
Guidelines for Using DRL
Baseline must be recorded in order to determine the
average number of responses per time period.
This average occurrence may then serve as the
initial DRL limit.
Huh? “Reasonably spaced criteria should be established
when using successively decreasing DRL limits to avoid
too frequent reinforcement and ratio strain, and so that
the program can be faded out.”
Decide whether or not to provide feedback to the
student(s) concerning the cumulative number of
responses up to that point in the session. ~
20
Differential Reinforcement
Comparisons & Considerations
Both DRI & DRA strengthen appropriate behaviors.
DRO & DRL do not.
DRL is the only DR intervention that allows
reinforcement even though the inappropriate
behavior surfaces.
DRI, DRA, & DRL typically result in gradual behavior
changes.
DRO is probably the intervention of choice when the
behavior is dangerous to self or others; it most often
results in rapid reduction in behavior.
21
Clickers
Which DR procedure?
For each day that no negative physical contact
occurs, the class earns hot cocoa & granola bar
bites during first period the next day.
(The students are also engaging in anger management training.)
1. DRA
2. DRI
3. DRL
4. DRO
22
Clickers
Which DR procedure?
A student’s behavior that is targeted for reduction is
“complaining, hesitating, or refusing when given a
direction from the teacher”. The student will receive 1
point (toward the 10 needed to visit the classroom store) for
compliance within 10 seconds of the command.
DRA
2. DRI
3. DRL
4. DRO
1.
23
Clickers
Which DR procedure?
A distractible student is reinforced for each 4 minute
period that s/he was “on task” (engaged in the assigned
task or attentive to the speaker).
DRA
2. DRI
3. DRL
4. DRO
1.
24
Clickers
Which DR procedure?
A student is tardy an average of 18 of her 30 weekly classes.
She is always on-time to “specials” (art, PE, etc.) & science
and math classes.
For each week that she attends 20 of her 30 classes, she will
receive a “Magic school bus” video to take home for the
weekend (borrowed from the children’s room in the local
library).
This plan is the positively stated version of:
DRA
2. DRI
3. DRL
4. DRO
1.
25
Clickers
Which DR procedure?
While still receiving a “demerit” for calling out
an answer, the student is reinforced for each
time s/he raises his/her hand with lips closed.
1. DRA
2. DRI
3. DRL
4. DRO
26
Clickers
Which DR procedure?
The student will be reinforced for saying
“Please” before saying “Give me the…”.
1. DRA
2. DRI
3. DRL
4. DRO
27
Another DRO IRT calculation
On the first day of school, Plato cries out “I want
my mommy!” 75 times in 15 minutes.
15 = 1 = 12 seconds (1/5 of a minute)
75
5
1. 10 second reinforcement intervals
2. 12 second reinforcement intervals
3. 15 second reinforcement intervals
4.
5.
5 minute reinforcement intervals
5 hour reinforcement intervals
28
DR intervention steps
Select the target behavior to be changed
Select the appropriate differential strategy
DRI & DRA: Select the positive behavior replacement.
Identify reinforcers to motivate & reward success
Determine the criteria for success
(What level of end-outcome is acceptable?)
Begin the intervention
Continue to collect data
Evaluate the results of the intervention, & calculate
new intervals.
29
Groups
Which DRs might be appropriate?
And how would they be used?
DRO
Nail biting
Activating the fire alarm
Homework rarely submitted
Slams door to room upon entry
Self-derogatory remarks
(“I’m stupid.”)
Difficulty keeping hands off of
things & people
Thumb sucking
“Incessant talking”
“Frequent bullying”
“Endless complaining”
DRI
DRA DRL
30
END
31
Developed by Tom McIntyre, Ph.D.
www.BehaviorAdvisor.com
[email protected]
32
Activity
Video of student engaging in action.
Record & figure interval.
Watch again
33