Differential Reinforcement

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Differential Reinforcement
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Least Intrusive Alternative Hierarchy

• Level I Strategies of differential reinforcement

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Least Intrusive Alternative Hierarchy

• Level I Strategies of differential reinforcement
• Level II Extinction

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Least Intrusive Alternative Hierarchy

• Level I Strategies of differential reinforcement
• Level II Extinction
• Level III Removal of a desirable stimuli

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Least Intrusive Alternative Hierarchy

• Level I Strategies of differential reinforcement
• Level II Extinction
• Level III Removal of a desirable stimuli
• Response-cost procedures
• Time-out procedures

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Least Intrusive Alternative Hierarchy

• Level I Strategies of differential reinforcement
• Level II Extinction
• Level III Removal of a desirable stimuli
• Level IV Presentation of aversive stimuli

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Least Intrusive Alternative Hierarchy

• Level I Strategies of differential reinforcement
• Level II Extinction
• Level III Removal of a desirable stimuli
• Level IV Presentation of aversive stimuli
• Unconditioned aversive stimuli
• Conditioned aversive stimuli
• Overcorrection procedures

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Level I Strategies for Differential Reinforcement

• Differential reinforcement of low rates of
  behavior (DRL)
• The application of a specific schedule of
  reinforcement, used to decrease the rate of
  behaviors that, while tolerable or even desirable
  in low rates, are inappropriate when they occur
  too often or too rapidly.

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Level I Strategies for Differential Reinforcement

• Differential reinforcement of low rates of
  behavior (DRL)
• Differential reinforcement of other behaviors
  (DRO)
• A reinforcing stimulus is delivered contingent on
  the target behavior not being emitted for a
  specified period of time.

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Level I Strategies for Differential Reinforcement

• Differential reinforcement of low rates of
  behavior (DRL)
• Differential reinforcement of other behaviors
  (DRO)
• Differential reinforcement of incompatible
  behaviors and alternative behaviors (DRI or DRA)
• DRI-reinforcing a topographically incompatible
  behavior with the behavior targeted for reduction
• DRA-reinforces the occurrence of a behavior that
  is an alternative to the behavior targeted for
  reduction

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Level II Extinction

• Reduces behavior by abruptly withdrawing or
  terminating the positive reinforcer that
  maintains an inappropriate target behavior

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Seven Steps in Planning Instructional Strategies

1. Determine if the task is simple or complex. If
   complex, determine if a task analysis is needed.

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Task Analysis Strategies

• Total task teaching all steps in a task
  analysis are trained each time the program is
  implemented

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Task Analysis Strategies

• Total task teaching all steps in a task
  analysis are trained each time the program is
  implemented
• Step-by-step teaching one step of the task is
  taught before training is given on the next step

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Sample Task Analysis

1. Locate the phone
2. Find the phone number
3. Choose correct change
4. Pick up the receiver with left hand
5. Put receiver to ear and listen to dial tone
6. Insert first coin
7. Insert second coin
8. Dial seven-digit number
9. Wait for ring a minimum of 5 times
10. If someone answers, initiate conversation
11. If busy, hang up phone and collect money

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Response Chaining

• Used to link a series of functionally related
  responses, each associated with a particular
  stimulus condition

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Example of a response chain
Go to first stop sign
See yellow house on left
CUE
Reinforcer cue
Turn right
Go two stop lights
First response
Second Response
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Total Task Chain

1. Learner practices every step of the task analysis
   or chain each time the task is taught
2. Steps are presented in the order in which they
   naturally occur, thus having a logical
   relationship to one another

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Forward Chaining

• Procedure where all the steps are performed in
  sequence, but only the first task step is
  instructed and reinforced.

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Sample Task Analysis

1. Locate the phone
2. Find the phone number
3. Choose correct change
4. Pick up the receiver with left hand
5. Put receiver to ear and listen to dial tone
6. Insert first coin
7. Insert second coin
8. Dial seven-digit number
9. Wait for ring a minimum of 5 times
10. If someone answers, initiate conversation
11. If busy, hang up phone and collect money

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Backward Chaining

• Teaching generally begins with the last step and
  progresses toward the beginning of the chain.
• The last step of the task is the only step that
  is taught and reinforced

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Seven Steps in Planning Instructional Strategies

1. Determine if the task is simple or complex. If
   complex, determine if a task analysis is needed.
2. Select the instructional methods

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Cues

• Instructional
• A verbal sign or command to an individual to
  complete an activity
• Environmental
• Signs or events from the natural environment that
  signal the individual to complete an activity

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Prompt

• Different from a cue in that
• The individual cannot complete the required skill
  or task without additional support or assistance.
• A way of giving someone additional information so
  they can complete or learn to perform a task

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Types of Prompts

• Antecedent
• Prompts provided prior to the behavior occurring
• Response
• Prompts provided following a behavior

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Antecedent Prompts

• Picture and auditory prompts
• Expanded stimulus features
• Relevant feature prompts

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(No Transcript)
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Other relevant feature prompts

• Highlighting text pages
• Color-coding
• Put an X on the back tag of a shirt

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Antecedent Prompts

• Picture and auditory prompts
• Expanded stimulus features
• Relevant feature prompts
• Proximity prompts

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Antecedent Prompts

• Picture and auditory prompts
• Expanded stimulus features
• Relevant feature prompts
• Proximity prompts
• Associative Prompts
• Presentation of a depiction of the more abstract
  stimulus

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TASK ANALYSIS
Response Chain
Forward Chain
Backward Chain
Total Task Chain
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CUES
PROMPTS
Antecedent
Response
Picture/Auditory
Verbal
Expanded Stimulus Feature
Gesturing
Modeling
Relevant Feature
Partial Physical
Proximity
Full Physical
Associative
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Response Prompts

• Verbal prompt

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CUES
PROMPTS
Antecedent
Response
Picture/Auditory
Verbal
Expanded Stimulus Feature
Gesturing
Modeling
Relevant Feature
Partial Physical
Proximity
Full Physical
Associative
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Response Prompts

• Verbal prompt
• Gesturing

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CUES
PROMPTS
Antecedent
Response
Picture/Auditory
Verbal
Expanded Stimulus Feature
Gesturing
Modeling
Relevant Feature
Partial Physical
Proximity
Full Physical
Associative
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Response Prompts

• Verbal prompt
• Gesturing
• Modeling

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CUES
PROMPTS
Antecedent
Response
Picture/Auditory
Verbal
Expanded Stimulus Feature
Gesturing
Modeling
Relevant Feature
Partial Physical
Proximity
Full Physical
Associative
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Response Prompts

• Verbal prompt
• Gesturing
• Modeling
• Partial physical prompting

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CUES
PROMPTS
Antecedent
Response
Picture/Auditory
Verbal
Expanded Stimulus Feature
Gesturing
Modeling
Relevant Feature
Partial Physical
Proximity
Full Physical
Associative
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Response Prompts

• Verbal prompt
• Gesturing
• Modeling
• Partial physical prompting
• Full physical guidance

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CUES
PROMPTS
Antecedent
Response
Picture/Auditory
Verbal
Expanded Stimulus Feature
Gesturing
Modeling
Relevant Feature
Partial Physical
Proximity
Full Physical
Associative
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Effective Prompting

1. Prompts should focus student attention on the
   natural cue, not distract from it
2. Prompts should be as weak as possible
3. Prompts should be systematically faded as rapidly
   as possible
4. Unplanned prompts should be avoided
5. Prompts should be age-appropriate

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Seven Steps in Planning Instructional Strategies

1. Determine if the task is simple or complex. If
   complex, determine if a task analysis is needed.
2. Select the instructional methods
3. Select the strategy for fading

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Fading Strategies

• Fading prompts
• Systematically providing less and less
  information, allowing the person the perform the
  behavior with greater self-direction

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Fading Strategies

• Fading prompts
• Error Free Learning
• Provides whatever prompt is necessary to complete
  a behavior before the person has the chance to
  make a mistake and then reduces the assistance

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Fading Strategies

• Fading prompts
• Error Free Learning
• Single Prompt
• This strategy allows the individual to perform
  the task with one specific prompt and, according
  to a plan, reduce the assistance given by
  providing less and less of the same prompt

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Fading Strategies

• Fading prompts
• Error Free Learning
• Single Prompt
• Multiple Prompt
• Providing two or more prompts to elicit the
  behavior and then gradually fading each

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Fading Strategies

• Fading prompts
• Error Free Learning
• Single Prompt
• Multiple Prompt
• Progressive prompting
• Allows the individual to perform the task with no
  assistance first, then on to more levels of
  assistance until the task is performed

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Fading Strategies

• Fading prompts
• Error Free Learning
• Single Prompt
• Multiple Prompt
• Progressive prompting
• Prompt hierarchy
• Increasing the level of assistance by changing
  the type of prompt used

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Methods for Fading Prompts

• Increasing assistance (least to most)
• Start with the least intrusive prompt, provide
  more intrusive prompts if necessary

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Verbal Prompt
Gesture
Model
Partial Physical
Full Physical
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Methods for Fading Prompts

• Increasing assistance (least to most)
• Graduated Guidance
• Gradually reduce full physical guidance

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Methods for Fading Prompts

• Increasing assistance (least to most)
• Graduated Guidance
• Time Delay
• Gradually increase the amount of time between
  prompts

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Methods for Fading Prompts

• Increasing assistance (least to most)
• Graduated Guidance
• Time Delay
• Decreasing Assistance (most to least)
• Begin with the most powerful prompt available.
  When the target behavior occurs reliably, move to
  the next less intrusive prompt.

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Verbal Prompt
Gesture
Model
Partial Physical
Full Physical
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Shaping

• A means of reinforcing the behavior as it becomes
  closer to the desired outcome.
• Reinforce successive approximations of the
  behavior

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Fading vs. Shaping

• Fading is used to bring an already learned
  behavior under the control of a different
  stimulus. Shaping is used to teach a new
  behavior
• The behavior itself does not change when fading
  is used only the antecedent stimulus varies. In
  shaping the behavior itself is changed
• In fading, the teacher manipulates antecedents.
  In shaping, consequences are manipulated

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Seven Steps in Planning Instructional Strategies

1. Determine if the task is simple or complex. If
   complex, determine if a task analysis is needed.
2. Select the instructional methods
3. Select the strategy for fading
4. Determine your reaction to a correct or incorrect
   response

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Reactions to Responses

• Plan for what you will deliver and how
• Positive reinforcement for correct answers?
• Extinction for incorrect answers?
• What schedule of reinforcement will you use?

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Error Correction Procedure

• What to do if the student gives an incorrect
  response
• Purpose to communicate that the response is
  wrong and to set the learner up to succeed so
  he/she may be reinforced

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Error correction techniques

1. Give the learner a brief time to self-correct
2. Follow the error by a mild reprimand plus a
   request to try the step again
3. Provide a minimal prompt (whats next)
4. Provide a stronger statement and possibly mention
   that the reinforcement will be withheld. If
   necessary, physically assist.
5. Ignore the response then repeat the prompt and
   increase amount of assistance

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Correction "tips"

• Watch your tone of voice

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Correction "tips"

• Watch your tone of voice
• Avoid asking questions during the early stages of
  training

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Correction "tips"

• Watch your tone of voice
• Avoid asking questions during the early stages of
  training
• Avoid saying no and wrong, instead say stop
  and wait

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Seven Steps in Planning Instructional Strategies

1. Determine if the task is simple or complex. If
   complex, determine if a task analysis is needed.
2. Select the instructional methods
3. Select the strategy for fading
4. Determine your reaction to a correct or incorrect
   response
5. Decide when to move to the next instructional step

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Moving to the next step

• Dont spend too much time on a single step. The
  individual may become dependent on your help.
• If you move too quickly, the individual may
  become confused.
• A general rule is to move to the next step in the
  task after the individual demonstrates three
  consecutive responses

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Seven Steps in Planning Instructional Strategies

1. Determine if the task is simple or complex. If
   complex, determine if a task analysis is needed.
2. Select the instructional methods
3. Select the strategy for fading
4. Determine your reaction to a correct or incorrect
   response
5. Decide when to move to the next instructional
   step
6. Select training materials and settings

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Instructional materials and settings

• Decide in advance what materials will be used
• The instructional environment will affect the
  persons performance.
• Determine if the individual works best alone or
  in groups
• Whenever possible, teach the skill or behavior in
  the place where it will ultimately be performed

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Seven Steps in Planning Instructional Strategies

1. Determine if the task is simple or complex. If
   complex, determine if a task analysis is needed.
2. Select the instructional methods
3. Select the strategy for fading
4. Determine your reaction to a correct or incorrect
   response
5. Decide when to move to the next instructional
   step
6. Select training materials and settings
7. Identify opportunities for practice and
   generalization

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Practice and Generalization

• Allow opportunities for the individual to try out
  the skill under different circumstances.
• Provide time to practice the skill
• If there are few opportunities for the student to
  practice and use the skill, the instructor should
  question why the skill is being taught!