SPED 3380

Antecedent Interventions

INCREASE OR

MAINTAIN A

BEHAVIOR

REDUCE A

BEHAVIOR

ESTABLISH

A

BEHAVIOR

Haus & Polsgrove, 1980

Antecedents Consequences Antecedents Consequences Antecedents Consequences

Instruction

Modeling

GuidedParticipation

Shaping Cueing Contingency

PremackPrinciple

ManagementStimulusControl

Extinction

Punishment

ReinforceCompetingBehavior

CONCEPT ANALYSIS OF

BEHAVIORAL CHANGE

INCREASE OR

MAINTAIN A

BEHAVIOR

Antecedents Consequences

Cueing Contingency

PremackPrinciple

Management

We must make the assumption that when we INCREASEa behavior we will be replacing an existing behavior.

Prompts or Cues

Prompts or Cues antecedent stimuli that supplement discriminative stimuli in order to produce a specific target behavior

the assistance provided to the learner after the presentation of the instructional stimulus, but before the response

usually a temporary instructional aid and should be systematically phased out as soon as possible

Effective Prompting

Prompts should focus student attention on the SD

Prompts should be as weak as possible

Prompts should be faded as soon as possible

Unplanned prompts should be avoided

Least Intrusive

Most Intrusive

Visual

Verbal

Modeling

PhysicalGuidance

Fade Toward

Natural

Eliminating Prompts Discriminate Stimulus Training

Time Delay Systems– gradual increase in time prior to prompt

Fading

– physical prompts– visual prompts

Contingency Management

Positive Reinforcement, Contracting, and Token Economies

Contingency Management Contingency

– a precise definition of the limits and range of response topographies that will produce

– a specified consequence and– the environmental situation

Management– external control of events

Contingency Management– the external management of environmental stimuli that

serve as reinforcers for behavioral performance

Contingent Positive Reinforcement

Positive Reinforcement The process of reinforcing an appropriate target behavior in order to increase the probability that the behavior will recur

– it is responsive to the child's natural need for attention and approval

– it decreases the probability that the child will exhibit inappropriate behavior in an effort to obtain needed attention

Essential Rules when using Positive Reinforcement

FIRST– when a child is initially exhibiting a new appropriate

behavior, it must be positively reinforced each time it occurs

SECOND– once the target behavior is established at a

satisfactory rate, the child should be reinforced intermittently

Steps in the Use of Positive Reinforcement

Carefully select a target behavior (do not attempt to reinforce every positive behavior a child exhibits

Observe the child's behavior to ascertain when he or she engages in the behavior

During the initial stage, reinforce the behavior immediately after it is exhibited

Specify for the child the behavior that is being reinforcedWhen reinforcing, speak with enthusiasm and show interest in the

child's behaviorWhen appropriate, the practitioner may become involved in the

child's behavior, that is, give the child helpVary the reinforcer

Shea & Bauer, 1987

Premack Principle

Premack Principle

A principle stating that any high-probability activitymay serve as a positive reinforcer for any low-probability activity.

Low Probability High Probability Activity Activity

Reducing Behavior

Stimulus Control, Punishment, Differential Reinforcement

REDUCEA

BEHAVIOR

Antecedents Consequences

Stimulus Control

We must make the assumption that when we DECREASEa behavior we will cause another behavior to increase.

Reinforcement of CompetingBehavior

Extinction

Time-out

Punishment

Restitution

Satiation

Antecedents to Inappropriate Behavior

Frustration due to:– response ignorance– complex materials, lacking in appropriate behavior– lack of functional vocabulary to communicate– goal or performance interruption

Understimulation: Boredom– being ignored– meaningless repetition beyond criterion– nonfunctional activity– pacing too slow

Overstimulation– environment– rate of physical prompting or verbalizations– pace of activity

Environmental Expectations or Models

Functions Served by Inappropriate Behavior

Attention Seeking– a communication attempt to indicate needs and wants– historical/current pattern of positive reinforcement resulting in a means to access

people, object, event– inconsistent pattern of reinforcement or punishment

Means of Escape/Avoidance– internal stimuli: ear ache, sinus pain, hunger, constipation, etc.– external stimuli: touching, difficult task, change of routine, noise, heat, etc.

Sensory Feedback/Stimulation– to obtain reinforcement from internal stimulation

Nature of current reinforcement desirability, quantity, intensity, scheduling, etc.

Stimulus Control

Stimulus Control An inappropriate behavior chain (e.g., nail biting, smoking,

encopresis) can be broken if the initial SD is determined and an alternative SD is substituted

The first SD is a chain sets the occasion for the first response, which, in turn, terminates that S and produces the onset of the second SD; and so the chain continues

if the first SD becomes less likely, the whole chain becomes less likely

to break an inappropriate chain, the cues for not emitting the initial behavior in the chain must be stronger than the initial cues that prompted the behavior in the first place

D

Stimulus Control (cont)

take break go to smoke physical from class office satisfaction

look at emotional picture satisfaction of kids

go to talk withhall students