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Decreasing Behavior with Nonpunishment Procedures

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Title: Decreasing Behavior with Nonpunishment Procedures


1
Decreasing Behavior with Nonpunishment Procedures
  • Chapters 21, 22, 23

2
What Does Nonpunishment Mean?
  • Punishment
  • Occurs when a stimulus change immediately follows
    a response and
  • Decreases the future frequency of that type of
    behavior in similar conditions
  • Nonpunishment procedures that decrease behavior
  • Extinction
  • Differential reinforcement arrangements
  • Antecedent arrangements

3
Differential Reinforcement Arrangements Used to
Decrease Behavior
  • Differential Reinforcement reinforcing one
    response class and withholding reinforcement for
    another response class
  • As a behavior reduction procedure, DR is
  • Providing reinforcement contingent upon the
    occurrence of behavior other than the problem
    behavior
  • Or contingent upon a reduced rate of the problem
    behavior
  • Withholding reinforcement as much as possible for
    the problem behavior

4
Differential Reinforcement of
  • Incompatible Behavior (DRI)
  • Alternative Behavior (DRA)
  • Other Behavior (DRO)
  • Low Rates of Responding (DRL)
  • High Rates of Responding (DRH)

5
DRA
  • Reinforcement of an appropriate alternative to
    the problem behavior
  • Withholding of reinforcement following instances
    of problem behavior (extinction)
  • Sometimes the new behavior is a communication
    response that results in the same reinforcer as
    the target behavior Functional Communication
    Training (FCT)
  • Sometimes the new behavior and the problem
    behavior cant be done at the same time this is
    called DRI whats the benefit of this?

6
Durand (1999)
(DRA)
of Intervals
7
Implementing DRA and DRI
  • Select incompatible and alternative behaviors
    that are
  • Require equal or less effort than the problem
    behavior
  • If possible, already in the learners repertoire
  • Likely to be reinforced in the learners natural
    environment
  • Select reinforcers that are
  • Powerful try to use same reinforcer that
    maintains problem behavior if you can!
  • Can be delivered consistently and immediately
    (than switch from CRF to Intermittent schedule)
  • Withhold reinforcement for the problem behavior
    (Extinction)
  • Combine with other procedures if the behavior is
    destructive or dangerous

8
Should the Replacement Behavior Be Saying Im
angry?
  • It may be true that a student is feeling angry,
    sad, or frustrated
  • Will teaching the student to say, Im angry be
    an appropriate replacement behavior?
  • What reinforcer will be delivered contingent upon
    Im angry?
  • How will another person know what to do in
    response to that statement?
  • Learning to describe emotions is an important
    skill
  • But it may be beneficial to teach a student to
    specify the reinforcer or engage in a functional
    skill instead

9
DRO
  • Reinforcer is delivered contingent on
    the absence of a
  • problem behavior whats the
    problem with the term DRO?
  • Arranging a DRO schedule
  • Identify the target behaviors reinforcer
  • Identify the mean interresponse time (IRT) during
    baseline
  • Total of all baseline sessions/total number of
    responses
  • Set the initial DRO value slightly less than the
    mean baseline IRT
  • Deliver the reinforcer only at the end of
    intervals in which no target behaviors have
    occurred (Interval DRO)
  • or at a specific moment when no target behaviors
    are occurring (Momentary DRO)
  • Hint think of momentary time sampling and
    partial interval recording
  • If the target behavior occurs, reset the interval

10
Types of DRO
Interval Momentary
Fixed FI-DRO FM-DRO
Variable VI-DRO VM-DRO
11
(No Transcript)
12
DRO Video
13
Guidelines for Using DRO
Step Start at 15 s incr
1 30 s 100
2 45 s 50
3 60 s 33
4 90 s 50
5 120 s 33
6 160 s 33
7 230 s 44
8 330 s 43
9 450 s 37
10 600 s 33
  • Interval DRO may be more effective than Momentary
    DRO
  • But VM-DRO may be more practical
  • Increase the DRO interval gradually as behavior
    improves (recall LeBlanc, Hagopian, Maglieri,
    Poling, 2002)
  • Watch for
  • Other problem behaviors occurring during the
    interval
  • Problem behavior occurring at the time of
    reinforcement
  • Combine DRO with other procedures

14
Antecedent Interventions Used to Decrease Behavior
  • Antecedent Intervention Behavior change
    strategy in which motivating operations are
    manipulated
  • 3 established antecedent interventions
  • Noncontingent reinforcement (NCR)
  • High-probability (Hi-p) request sequence
  • Functional communication training (FCT)

15
NCR
  • Reinforcer that maintains a problem behavior is
    delivered on a fixed-time (FT) or variable-time
    (VT) schedule (also continuous)
  • Independent of the learners behavior
  • How is noncontingent reinforcement a misnomer?

Vollmer et al. (1998)
16
How Does NCR manipulate Motivating Operations?
  • Abolishing Operation Motivating operation that
    decreases the reinforcing effectiveness of a
    consequence
  • e.g., food consumption decreases the reinforcing
    effectiveness of food
  • In the case of NCR
  • Noncontingent access to attention decreases the
    reinforcing effectiveness of attention (social
    SR)
  • Noncontingent access to escape decreases the
    reinforcing effectiveness of escape (social SR-)
  • Noncontingent access to sensory stimulation
    decreases the reinforcing effectiveness of
    sensory stimulation (automatic SR)

17
Guidelines for Using NCR
  • First conduct Functional Assessment
  • Use with extinction or DRO
  • Initial time interval should be dense and then
    thinned
  • Total duration of all baseline sessions/total
    number of occurrences of the problem behavior
  • Set the initial interval slightly below this

18
Advantages and Disadvantages of NCR
  • Advantages
  • Easy to use
  • Creates positive learning environment
  • If used with extinction, can reduce extinction
    burst
  • Chance pairing of productive behavior and NCR
    could strengthen the productive behavior
  • Disadvantages
  • Free access to NCR stimuli may reducte motivation
    to engage in adaptive behavior
  • Chance pairing of non-productive behavior and NCR
    could strengthen the non-productive behavior

19
High-P Request Sequence
  • Teacher presents 2-5 easy-to-follow requests for
    which the learner has a history of compliance
    (hi-p)
  • When the learner complies, the teacher
    immediately gives the target request for which
    the learner has a history of noncompliance
    (low-p)
  • Sometimes called behavioral momentum

20
How Does the High-P Request Sequence Manipulate
MOs?
  • Reinforcement during the high-p requests reduces
    the value of escape from the low-p request
  • Makes the situation less aversive

21
Selecting the Hi-p Requests
  • Selecting the hi-p requests
  • Create a list of requests
  • Present each one in 5 separate sessions
  • Hi-p requests are those that the student complies
    with 100 of the time

22
Functional Communication Training
  • Conduct a functional assessment
  • Use the reinforcer maintaining problem behavior
    to teach a communication response
  • Can be vocalization, sign, written word, picture,
    voice output system, gesture
  • How do you do this???
  • Best if combined with extinction
  • Rather than changing the MO, FCT develops an
    alternative behavior that is sensitive to the MO
    that evokes the target problem behavior

23
Advantages Disadvantages of FCT
  • Advantages
  • Generalization Maintenance of the communicative
    response
  • High social validity
  • When using FRI, may be effective without using
    extinction
  • Disadvantages
  • Usually includes extinction and side effects of
    extinction
  • Extinction is very difficult to use consistently
  • Inappropriate high rates of new response
  • These may occur at impossible times

24
Extinction
  • Procedure Discontinuation of the
    response-reinforcer relationship
  • Process decline in response rate caused by
    withholding reinforcement
  • Extinction is procedurally different depending on
    what the maintaining reinforcer of the behavior
    ishow?
  • What are possible categories of maintaining
    reinforcers?
  • How do you know what reinforcer maintains a
    behavior?

25
Iwata, Pace, Cowdery, and Miltenberger (1994)
EXT (Sensory)
EXT (Escape)
EXT (Attention)
Irrelevant
Contra-indicated
Treatment
Social SR (Attention)
Irrelevant
Treatment
Contra-indicated
Social SR- (Escape)
Treatment
Irrelevant
Irrelevant
Automatic SR (Sensory)
What Makes Extinction Work An Analysis of
Procedural Form and Function
26
Misuse of the term Extinction
  • Extinction is NOT just any decrease in behavior
  • Extinction is NOT the same as forgetting
  • Whats forgetting?
  • Extinction is NOT the same as response blocking
  • Extinction is not necessarily ignoring

27
Characteristics of Extinction
  • Extinction alone has not been well-studied in
    humans in applied settings!
  • In ABA, we always combine extinction with other
    procedures (treatment package)
  • Although these characteristics have been clearly
    documented in basic research, apply them
    cautiously to your learners
  • Initial increase in response frequency and
    magnitude
  • Extinction burst immediate increase in the
    frequency of a response after the discontinuation
    of reinforcement
  • Gradual decrease in frequency and magnitude
  • Emotional responses (e.g., aggression, crying)
  • Extinction-induced variability
  • Spontaneous recovery

28
The Extinction Burst (Iwata et al., 1994)
29
Resistance to Extinction
  • Initial continued responding during an extinction
    procedure
  • Variables Affecting RTE
  • Schedule of reinforcement
  • Intermittent schedules produce
  • Variable schedules produce
  • Thinner schedules of SR produce
  • Motivating Operations
  • RTE is greater when carried out with a strong EO
    in effect
  • Number, magnitude, and quality of reinforcement
  • Effects are unclear!
  • Response effort
  • A low effort response is more resistant to
    extinction
  • Number of previous extinction trials
  • The 2nd extinction is

30
Higbee, Carr, and Patel (2002)
31
Guidelines for Effective Use of Extinction
  • Withhold all reinforcers maintaining the problem
    behavior
  • Withhold reinforcement consistently
  • Combine extinction with other behaviors
  • Use instructions
  • Plan for extinction-produced aggression
  • Increase the number of extinction trials
  • Include significant others in extinction
  • Guard against unintentional extinction
  • Maintain extinction-decreased behavior
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