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![Page 1: Integrated Behavioral Solutions Behavior reduction using differential reinforcement and alternative skill acquisition procedures Coby Lund,](https://reader035.fdocuments.in/reader035/viewer/2022070407/56649e215503460f94b0db71/html5/thumbnails/1.jpg)
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Behavior reduction using differential reinforcement and alternative
skill acquisition procedures
Coby Lund, Ph.D.
Behavior reduction using differential reinforcement and alternative
skill acquisition procedures
Coby Lund, Ph.D.
![Page 2: Integrated Behavioral Solutions Behavior reduction using differential reinforcement and alternative skill acquisition procedures Coby Lund,](https://reader035.fdocuments.in/reader035/viewer/2022070407/56649e215503460f94b0db71/html5/thumbnails/2.jpg)
Integrated Behavioral Solutions www.ibs.cc
Behavior reductionBehavior reduction
Plans for reducing any behavior should always emphasize the following 2 considerations: What should this person do
instead of the target beh? Why would he/she engage
in that alternative beh?
FUNCTION
Plans for reducing any behavior should always emphasize the following 2 considerations: What should this person do
instead of the target beh? Why would he/she engage
in that alternative beh?
FUNCTION
![Page 3: Integrated Behavioral Solutions Behavior reduction using differential reinforcement and alternative skill acquisition procedures Coby Lund,](https://reader035.fdocuments.in/reader035/viewer/2022070407/56649e215503460f94b0db71/html5/thumbnails/3.jpg)
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Behavior reductionBehavior reductionEmphasis on functions of behavior in applied settings●appropriate: language, social, excesses●inappropriate: tantrums, aggression
IT’S ALL BEHAVIOR
Emphasis on functions of behavior in applied settings●appropriate: language, social, excesses●inappropriate: tantrums, aggression
IT’S ALL BEHAVIOR
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MeasurementMeasurement
What behaviors to measure? Behavior reduction (e.g., self-injury,
aggression, etc.) Skill acquisition
(e.g., language,
attention, cognitive
abilities, etc.)
What behaviors to measure? Behavior reduction (e.g., self-injury,
aggression, etc.) Skill acquisition
(e.g., language,
attention, cognitive
abilities, etc.)
![Page 5: Integrated Behavioral Solutions Behavior reduction using differential reinforcement and alternative skill acquisition procedures Coby Lund,](https://reader035.fdocuments.in/reader035/viewer/2022070407/56649e215503460f94b0db71/html5/thumbnails/5.jpg)
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Behavior reductionBehavior reduction
Why are various and detailed measurements important? Diagnostics (e.g., antecedents, consequences, times of day, etc.) – useful for developing & adjusting programs Evaluation (e.g., frequency, intensity, duration) – useful for determining effectiveness of current strategies
Why are various and detailed measurements important? Diagnostics (e.g., antecedents, consequences, times of day, etc.) – useful for developing & adjusting programs Evaluation (e.g., frequency, intensity, duration) – useful for determining effectiveness of current strategies
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Integrated Behavioral Solutions www.ibs.cc
Measurement / DiagnosticsMeasurement / Diagnostics
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Integrated Behavioral Solutions www.ibs.cc
Measurement / DiagnosticsMeasurement / Diagnostics
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Integrated Behavioral Solutions www.ibs.cc
Measurement / DiagnosticsMeasurement / Diagnostics
![Page 9: Integrated Behavioral Solutions Behavior reduction using differential reinforcement and alternative skill acquisition procedures Coby Lund,](https://reader035.fdocuments.in/reader035/viewer/2022070407/56649e215503460f94b0db71/html5/thumbnails/9.jpg)
Integrated Behavioral Solutions www.ibs.cc
Measurement / DiagnosticsMeasurement / Diagnostics
![Page 10: Integrated Behavioral Solutions Behavior reduction using differential reinforcement and alternative skill acquisition procedures Coby Lund,](https://reader035.fdocuments.in/reader035/viewer/2022070407/56649e215503460f94b0db71/html5/thumbnails/10.jpg)
Integrated Behavioral Solutions www.ibs.cc
Measurement / DiagnosticsMeasurement / Diagnostics
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Behavior ManagementBehavior ManagementIdentifying functions can help you in 3 ways:
1. Identify antecedents (eliminate or increase?)o Increase antecedentsthat evoke positivebehavioro Decrease antecedentsthat evoke negativebehavior
Identifying functions can help you in 3 ways:
1. Identify antecedents (eliminate or increase?)o Increase antecedentsthat evoke positivebehavioro Decrease antecedentsthat evoke negativebehavior
![Page 12: Integrated Behavioral Solutions Behavior reduction using differential reinforcement and alternative skill acquisition procedures Coby Lund,](https://reader035.fdocuments.in/reader035/viewer/2022070407/56649e215503460f94b0db71/html5/thumbnails/12.jpg)
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Behavior ManagementBehavior ManagementIdentifying functions can help you in 3 ways:
2. Identify consequences that maintain behavior (eliminate or increase?)o Positive reinforcement: Increase
consequences that maintain positive behavior (particularly incompatible behavior).
o Extinction: Decrease consequences that maintain negative behavior.
Identifying functions can help you in 3 ways:
2. Identify consequences that maintain behavior (eliminate or increase?)o Positive reinforcement: Increase
consequences that maintain positive behavior (particularly incompatible behavior).
o Extinction: Decrease consequences that maintain negative behavior.
![Page 13: Integrated Behavioral Solutions Behavior reduction using differential reinforcement and alternative skill acquisition procedures Coby Lund,](https://reader035.fdocuments.in/reader035/viewer/2022070407/56649e215503460f94b0db71/html5/thumbnails/13.jpg)
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3. Identify and target functionally-equivalent behavioro Teach/reinforce
replacement behavior(i.e., social skills)
o Reinforcement relatedto function
Behavior ManagementBehavior ManagementIdentifying functions can help you in 3 ways:Identifying functions can help you in 3 ways:
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Behavior ManagementBehavior ManagementBaseline Manding + Ignoring
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Behavior ManagementBehavior ManagementIncreasing behavior• Reinforcement: A consequence that increases
the probability of the behavior it follows
Increasing behavior• Reinforcement: A consequence that increases
the probability of the behavior it follows
Optimum conditions:
• Contingent
• Immediate
• Appropriate to the person
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Behavior ManagementBehavior Management
Decreasing behavior• Extinction: Decreasing the probability of a
behavior by removing reinforcement for the target behavior
Decreasing behavior• Extinction: Decreasing the probability of a
behavior by removing reinforcement for the target behavior
Optimum conditions:
• Prepare for extinction “burst”
• Use in combination w/ R+ procedure
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Behavior ManagementBehavior Management
Decreasing behavior●Differential reinforcement: Provide
reinforcement for some behaviors and not for othersDRO: R+ for zero rates of behaviorDRA: R+ for alternative behaviorsDRI: R+ for incompatible behaviorsDRL: R+ for low rates of behavior
Decreasing behavior●Differential reinforcement: Provide
reinforcement for some behaviors and not for othersDRO: R+ for zero rates of behaviorDRA: R+ for alternative behaviorsDRI: R+ for incompatible behaviorsDRL: R+ for low rates of behavior
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• What about punishment?
Should not be primary tx strategy
• What about punishment?
Should not be primary tx strategy
Behavior ManagementBehavior Management
Effects diminish when threat decreases
Does not teach what you SHOULD do
Makes interaction less functional
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Reinforcement vs. BriberyReinforcement vs. Bribery
Reinforcement:Instruction Behavior R+➙ ➙
Bribery:R+ offer Instruction Behavior➙ ➙
(i.e., “I’ll give you [this] if you do [this].”)
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Reinforcement vs. BriberyReinforcement vs. Bribery
• Avoid telling student in advance about the R+ he/she will receive (dangling a carrot).
Avoid using rewards as bribes.
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Reinforcement vs. BriberyReinforcement vs. BriberyAvoid patterns of using rewards as bribes• Do not remind the student of R+
he/she would be getting if disruptive behaviors were not occurring (or will get if disruptive behaviors cease).
• Do not offer additional R+ if behaviors escalate in an attempt to calm him/her down.
• Do not remind the student of R+ he/she would be getting if disruptive behaviors were not occurring (or will get if disruptive behaviors cease).
• Do not offer additional R+ if behaviors escalate in an attempt to calm him/her down.