5 EXT, Auto. Reinf, thinning, DRA,DRO

Question 1

Arranging the delivery of relevant
reinforcer through other means (e.g.,
differential reinforcement,
noncontingent reinforcement)

Disrupting the response-reinforcer
contingency for problem behavior (i.e.,
extinction, EXT)

Answer 1

Treatment Elements - behavior maintained by Social Positive Reinforcement

Question 2

Common treatment for Social positive reinforcement

Answer 2

1. EXT
2. Differential reinforcement
3. Noncontingent reinforcement (NCR)

Question 3

A decrease in the probability of a
response class following the
discontinuation of the response-
reinforcer contingency

Requires:
• Knowledge of function of behavior

• Ability to withhold the reinforcer

Answer 3

EXT as a Process

Question 4

Procedural variation of EXT matters
(Iwata, Pace, Cowdery, &
Miltenberger, 1994)

EXT of problem behavior maintained
by positive reinforcement:

• Withholding the reinforcer (attention or
tangible stimuli) following the
occurrence of problem behavior

Answer 4

EXT as a Procedure

Question 5

Reinforcing
one response while withholding
reinforcers for another

May not always include EXT component

Varying forms:

• Differential reinforcement of other behavior (DRO)

• Differential reinforcement of alternative behavior
(DRA)

Answer 5

Differential Reinforcement

Question 6

Deliver reinforcer contingent on the
nonoccurrence of response following
predetermined time interval, while eliminating
contingency between problem behavior and its
maintaining consequence

Initial interval length: Varies, often mean IRT

Procedural variations (Vollmer and Iwata, 1992):

• Fixed, variable, or escalating intervals

* Resetting or non-resetting DRO

* Whole-interval DRO or momentary DRO

• Functional or arbitrary reinforcer

Answer 6

DRO

Question 7

Lindberg, Iwata, Kahng, &
DeLeon (1999)

 5 s of attention
delivered contingent
on the absence of
problem behavior

 DRO interval = 4s
(either fixed or
variable)

 Problem behavior on
EXT

Answer 7

DRO Research Example

Question 8

DRA: Deliver reinforcer contingent on
appropriate alternative response,
usually while withholding the
reinforcer following problem behavior

Functional communication training 
(FCT): Common variation of DRA 
consisting of delivering the functional 
reinforcer contingent on 
communicative response

Answer 8

DRA

Question 9

Fisher, Kuhn, &
Thompson (1998)

 Request the functional reinforcer (FCT) and
alternative reinforcer
(ACT)

 Participants taught to request each reinforcer
in the presence of a different SD

See graph

Answer 9

DRA Research Example

Question 10

Observing the behavior at the end of the interval. Giving reinforcement if behavior is not occurring at that “moment”

Answer 10

Momentary DRO

Question 11

Common treatments for Social Negative Reinforcement are…

Answer 11

1. EXT
2. Differential reinforcement
3. Antecedent-based interventions

Question 12

PROCEDURES;

1. No longer allowing escape or avoidance of aversive stimulus contingent on occurrence of problem behavior
2. Continued presentation of the demands (may
   also include physically guiding the individual
   to complete the task)
3. Continued engagement with the individual in
   the presence of problem behavior

Answer 12

Procedures for:

1. EXT of problem behavior maintained by negative reinforcement
2. Escape or avoidance of demands/instructions:
3. Escape or avoid social interactions

Question 13

Iwata - study

Ext ..sensory helmet. Problem behaviors continued

Ext escape : Problem behaviors decreased

Answer 13

EXT. research example

Question 14

1. Provide functional reinforcer contingent on absence of problem behavior for a specified amount of time
2. Provide escape from, or avoidance of, aversive stimulus contingent on an appropriate
   alternative response With or without EXT

Answer 14

1. Differential negative reinforcement of other behavior (DNRO)

2.  Differential negative reinforcement of 
alternative behavior (DNRA)

Question 15

Alternative behavior Varies across studies. Usually we will train a Communicative response (FC)

Functional of communicative response should be the functional reinforcer such as break, or assistance which weakens MO (help)

The Compliance with actual demand It’s self can also be an alternative behavior.

As with other interventions, shown to be effective both with a functional or an arbitrary reinforcer.

Answer 15

DNRA - Differential negative reinforcement of alternative behavior

Question 16

DeLeon et al. 
(in prep)
 Break: Task 
completion 
result in 30 
s break 
(functional); 
w/o EXT
 Edible: Task 
completion 
result in 
food 
(arbitrary); W/O EXT

Answer 16

DNRA Research example.

Comparison of two interventions. Both are implemented in the context of problem behavior maintain by escape.

Question 17

Escape or break from aversive stimulus provided on time-based schedule independent of responding

Initial schedule: Usually dense then, increase time between reinforcer deliveries whether based on Fixed duration (e.g., 30 s) or. Mean IRT

Answer 17

Using NCE as an Antecedent-based intervention

Question 18

• Demand (or instructional) fading:
Aversive stimulus is removed and then gradually re-introduced contingent on low levels of problem behavior

• Curricula (or instructional) Revision:
Involves identifying Aspects of an aversive stimulus that occasions the problem behavior and then making Alterations to minimize or illuminate the inverse of properties. In doing so you can Diminish the aversiveness of the demand of context to reduce motivation to engage in problem behavior.
Some potential MO’ S include difficult, novel, or nonpreferred tasks, session duration and rate of task presentation.

Answer 18

Antecedent-Based Interventions

Question 19

Dyer, 1990; Study:

(Some things to do to remove some of the Aversiveness of that context;)

 Choice Provided;  Provided opportunities to choose from available tasks and reinforcers.

  No choice: teacher selected among same task and reinforcers

Answer 19

Curricular revision example

Question 20

Common Treatment for Automatic Reinforcement

Answer 20

 EXT

 Differential reinforcement

 Competing stimuli

Question 21

Default function: some product of response itself which reinforces the response itself. However, Nature of that product is subject to debate as we don’t know what the present is experiencing.: We know Some form of sensory stimulation is the controlling influence

Treatments :
attempt to target a presumed form of stimulation or identify potent COMPETING stimulus
If form of stimulation cannot be identified, efficacy depends on ability of stimulus to compete with sensory reinforcers

Form of stimulation cannot be
identified, As there are often multiple possible sources of stimulation, such as hand mouthing—Stimulation to hand or mouth?

Attempts to identify through continuous and noncontingent access to items thought to mimic
putative sensory consequences

efficacy depends on ability
of stimulus to compete with sensory reinforcers

Answer 21

Automatic reinforcement

Question 22

Goh study to determine function of hand mouthing

Is the stimulation to the hand or to the mouth.

Used continuous contingent access to toys.

Measured hand mouthing, heading to toy contact, and mouth to toy contact

Hand stimulation was critical. Or maybe the toy was more reinforcing.

Answer 22

Automatic reinforcement study

Question 23

The sensory products of the problem behavior removed or attenuated to disrupt response-reinforcer contingency

Protective equipment sometimes used: helmet, topical Anesthetic. as it permits the response to occur but Prevents response from producing presumed form of stimulation.

 •Simply preventing the response from occurring is not extinction

Answer 23

EXT for Automatic Reinforcement

Question 24

Helmet example: Sensory extinction. Combined with 30 seconds of ESCAPE contingent on SIB. In DEMAND context.

Escape extinction; NO helmet, prompting sequence Continued independent of SIB.

Sensory extinction was paired with escape extinction. Helmet and prompting sequence continued independent of SIB.

This case, it was the helmet

Answer 24

Extinction research example- Automatic reinforcement

Question 25

May prevent adaptive responding Lead to Social stigma Cause Difficulty in fading; involves MECHANICAL Fading of some sort May obscure FUNCTIONS in functional analysis as previously discussed)

Answer 25

Issues with use of protective equipment EXT: Automatic reinforcement

Question 26

Not as common since exact form of maintaining outcome is often unknown Deliver potent “alternative” reinforcer. Most commonly DRO arrangement: Identify preferred stimulus Deliver stimulus contingent upon an initially brief period of omission of the automatically reinforced responses Gradually extend thinning parameters of DRO schedule DRO For this not always effective Consider relativity of reinforcers

Answer 26

Differential reinforcement For problem behavior maintained by automatic reinforcement

Question 27

Not always effective. Should consider Relativity of reinforcers. Alternative reinforcers may be preferred over PRODUCTS of problem behavior when delivered CONTINUOUSLY and under conditions of low effort DRO schedules may be viewed as a sort of “cost” in terms of delay to reinforcement Preference for alternative reinforcer offset by “cost” Are DRO contingencies less discriminable? DRO might be best combined with other procedures (e.g., EXT) that devalue the response products

Answer 27

DRO for AutomaticallyMaintained behavior

Question 28

* Non-contingent provision of items found to “compete” with response products * Competing stimulus assessment examines an item (matched or unmatched) presented continuously Which is then compare it to the problem behavior in control (no item) Items that best to compete (Highest engagement and lowest problem behavior) Are provided continuously for longer periods of time. It is not just highly preferred items that are used in these competing stimulus assessments.

Answer 28

NCR and Competing Stimuli As an intervention for automatically maintained problem behavior

Question 29

Paired choice preference assessment Competing stimulus assessment Treatment comparison: high preference versus high competition Preference items did not necessarily result in lower level of the problem behavior. the high competition items had an effect on levels of problem behavior. Competition or the ability for a stimulus to compete is not a function of preference.

Answer 29

Groskreutz study : Automatic reinforcement: paired choice preference assessment.

Question 30

Should we reduce all automatically reinforced behavior to zero? Can we provide an alternative response that provides a similar form of stimulation? Type of response? Does it cause significant harm?

Answer 30

Automatic reinforcement: ethical considerations

Question 31

Treatment: Sensory extinction: Contingency description: sensory reinforcement blocked or mitigated. Strengths: highly effective Weaknesses – risks: Maybe difficult or impossible to implement

Answer 31

Summary of strengths and weaknesses, automatically enforcement treatments. You

Question 32

Treatment: competing stimuli Contingency description: items that decrease the occurrence of SIB off really provided Strengths: may create appropriate alternative skill Weaknesses Risks: Requires multiple assessments to implement

Answer 32

Strengths and weaknesses summery Rojahn 2012

Question 33

••Treatment: DRO for automatic SR Contingency: delivery of reinforcers for not engaging in SIB Strengths: may identify items that I preferred to SIB Weaknesses/Risks: 1. Extinction cannot be implemented. 2. No functional replacement skills taught ••Treatment: DRA for automatic reinforcement Contingency: reinforcement for alternative behavior (Toy play) provide Strengths: trains appropriate alternative skill Weaknesses/risks: 1. Extinction cannot be implemented. 2. Maybe difficult to train appropriate alternative.

Answer 33

(Rihanna )Strengths and weaknesses summary automatic reinforcement treatment

Question 34

 Is EXT possible in natural environments? Automatic. reinforcement difficult to control Some behaviors may naturally result in escape (e.g., severe aggression, property destruction) Sources of social reinforcement may be out of control of care providers (e.g., disruptive behavior maintained by peer attention, aggression may effectively serve to procure tangible items from peers) How well do commonly used interventions hold up without the use of EXT?

Answer 34

Considerations: Use of EXT

Question 35

• Interventions can remain effective in the face of integrity challenges, but stretched far enough, problem behavior re-emerges or becomes predominant • Individuals may display BIASES toward problem behavior even when the SCHEDULE arrangements favor alternative responses • Alternative responses may maintain without EXT if it follows a period of Perfect EXT

Answer 35

FCT Without EXT

Question 36

• Treatment session of automatic reinforcement with DRO schedules approximates this.. • Problem behavior ( Automatic reinforcement) is difficult to control hence, “No” extinction. • Sometimes effective but usually under very DENSE schedules

Answer 36

DRO without extinction

Question 37

Evidence suggests it holds up fairly well. Like a DRA often a matter of COMPETITION. Works well under dense schedules. As schedules get thin, treatment effects sometimes deteriorate

Answer 37

NCR Without EXT

Question 38

Maintaining dense schedules of reinforcement not always possible or practical Problem behavior may re-emerge during thinning possibly result of thinning too quickly Thinning procedures may differ depending on treatment. DRO thinning procedures are usually Time-based; that is, you would increase the duration of time in which the behavior must be absent.

Answer 38

Schedule Thinning-Considerations

Question 39

Time- based: Increase duration of time in which behavior must be absent •General procedures: •Increase DRO interval while holding reinforcer access time constant. Then, increase DRO interval by fixed time For variable schedules• Variable: Increase interval by some time that centers around a mean interval value When using Unit price manipulations: Increase reinforcer access time as you also increase DRO interval Fixed: DRO interval increased while SR interval constant Unit price: DRO interval and SR interval increased

Answer 39

DRO Thinning Procedures

Question 40

Can be response or time-based or based on stimuli General procedures:  Delay-to-reinforcement thinning: Increase time between response and reinforcement  Demand thinning: Increase number of demands required to complete before break  Fixed-interval (FI) thinning: Thin from dense to lean FI schedule  Multiple schedule thinning: Alternate signaled periods of reinforcement and EXT and increase duration of periods of EXT

Answer 40

DRA THINNING PROCEDURES

Question 41

Time-based Thinning procedures involve the Delivery of reinforcer based on passage of certain amount of time General procedures: Fixed: Begin with very dense schedule and increase by some fixed amount Adjusting: Begin with some aspect of the behavior and increase based on that aspect

Answer 41

NCR Thinning Procedures

Question 42

``` Kahng, Iwata, DeLeon, & Wallace (2000)  Fixed  Adjusting: Based on. IRT ``` Let the child”s bx guide you of how far you’re going to thin the reinforcer deliveries. In this case the adjusting procedure and the fixed Procedure were about equally effective during a fading process

Answer 42

NCR Schedule Thinning

Question 43

Terminal schedule should mimic the amount of reinforcement typically provided outside the clinic Use naturally occurring stimuli to signal the presence of different components of a multiple schedule

Answer 43

Two most important general thinning guidelines

Question 44

Considerations: 1. Audience: Should be clearly understood by novel persons (e.g. picture exchange vs. sign) ``` 2. Effort: Should require less effort than problem behavior (e.g., “I want a break please” vs. “break”) ``` 3. Behavioral repertoire: Must consider prerequisite skills for different topographies 4. Balance environmental in person variables. Select and use a topography that matches the learners current skill level 5. Consider the audience who will be receiving the response, the listener, 6. Amount of effort required to emit the response

Answer 44

Selecting FC Topography

Question 45

``` An environmental change in which a stimulus is added (presented) or magnified following a response which decreases the future frequency of that behavior. ``` Opposite of positive reinforcement Includes the contingent presentation of an aversive stimulus such as aversive sounds, tastes, smells, water mist, or electro-faradic stimulation.

Answer 45

Positive (Type I) Punishment Punishment by Contingent Presentation of an Aversive Stimulus

Question 46

An environmental change in which a stimulus is subtracted, withdrawn, removed or attenuated following a response, which decreases the future frequency of that behavior For this to occur, an antecedent appetitive condition must exist whose removal would be punishing. That antecedent appetitive condition functions as an establishing operation for negative punishment

Answer 46

Negative (Type II) Punishment

Question 47

An environmental change that follows a response which decreases the future frequency of that behavior A stimulus that, when presented following a response, decreases the future frequency of that behavior. ``` Important to differentiate the Procedure versus the effects on behavior. Like reinforcement, punishment as a procedure and punisher as a stimuli are determined by their effect. Consider the effects of praise. Summary: decreases behavior Can be positive (stimulus added )Or negative (stimulus removed) Can be socially-mediated Or automatic ```

Answer 47

Punishment Summary

Question 48

Some behavior analysts do not advocate for the use of punishment in any form But many would say that punishment is a “default technology” Think of surgery when used as a last resort How quickly does the target need to change?

Answer 48

When to use punishment – the basic stance.

Question 49

Punishment is often relied upon too heavily by many untrained individuals Often there is a less restrictive option that is likely to be effective So why use punishment? Punishment is fast; it works

Answer 49

The flip side

Question 50

Used for topography is that need to be decreased rapidly such as Aggression Self-injurious Behavior (SIB) Property Destruction Other’s likely to cause harm to self and/or others (PICA, elopement) Resistant To reinforcement based strategies

Answer 50

Topographies Punishment is generally used for

Question 51

Volmer (2002) Unplanned automatic punishment is common Unplanned socially-mediated punishment is common Planned socially mediated punishment, by untrained individuals.. teachers , parents, etc Unplanned socially mediated punishment delivered by behavior analysts. Planned punishment is used by behavior analyst.

Answer 51

Use of punishment may be warranted due to these reasons.

Question 52

Data collection (long-term effects)  Making sure the appropriate procedure for the function of behavior is in place.

Answer 52

Punishment Ethical Considerations

Question 53

Restraint Seclusion “Hands on” versus “Hands off

Answer 53

Legality of Procedures- Punishment

Question 54

Does the environment support the use of punishment procedures? Do you have the staffing to observe and follow through with appropriate punishment procedures? The review and approval process for the use of punishment different from state to state. Always a good idea to have other behavior analyst review your proposal restrictive procedure before implementing it

Answer 54

Punishment- Supportive Environment

Question 55

Reprimands: Delivery of a verbal reprimand following the occurrence of misbehavior”. “ Johnny, stop doing x. Most common form of punishment. Most effective when you grasp, make eye contact, and use a firm tone. Delivery of reprimand should typically be short. Response blocking Contingent exercise: Intervention, person is required to perform a response that is not typographically related to the problem behavior. Overcorrection (2 types) Contingent electric stimulation Presentation of other aversive stimuli

Answer 55

Procedures Based on the Principle | of Positive Punishment

Question 56

A REDUCTIVE procedure in which a person is required to EXERT EFFORT contingent upon the occurrence of a behavior; the effect is to reduce the future frequency of that behavior. consists of one of two basic types: 1. Restitutional overcorrection: Requires the individual to restore environment beyond it’s original state. Compare to simple restitution 2. Positive Practice: Requires the individual to repeatedly “practice” the correct way to engage in the behavior

Answer 56

Overcorrection-A procedure based on positive punishment

Question 57

Referred to as a positive punishment procedure, but also involves negative reinforcement and is considered by some to be “educative Guidelines: using a response that is related to the target behavior Apply procedure Immediately. Mixed literature on duration, but shorter may be as effective as longer durations

Answer 57

Overcorrection

Question 58

“Presentation of a brief electrical stimulus immediately following an occurrence of the problem behavior” (Cooper et al.) The presentation of other aversive stimuli as a punishment procedure is described as : the presentation of various aversive stimuli contingent upon the occurrence of the target behavior. Examples: Watermist, lemon juice, aromatic ammonia, loud noise, visual screen

Answer 58

Contingent Electric Stimulation

Question 59

“Physically intervening as soon as the person begins to emit the problem behavior to prevent or block’ the completion of the response” (Cooper et al.) If blocking decreases behavior it could be the result of punishment or extinction Includes Response interruption and redirection (RIRD), And I sometimes use along with time out procedures. Often Referred to as equal and opposite resistance while the term restraint described as limiting ones moment

Answer 59

Response Blocking

Question 60

is often described as a limiting movement Often not referred to as a punishment ‘procedure Designed to keep the clients safe should they engage in dangerous behavior. Effects: Procedure may or may not function as punishment while keeping the client safe. Include :manual restraint, Mechanical restraints and chemical restraint

Answer 60

Restraint

Question 61

Time-out Response Cost Fines/Penalties

Answer 61

Procedures Based on the Principle of | Negative Punishment

Question 62

``` A type of negative punishment procedure in which, contingent upon a response, a timer is started. While the timer is running, the organism cannot access reinforcers ``` A procedure based on the principle of negative punishment. the withdrawal of the opportunity to earn positive reinforcement or the loss of access to positive reinforcers for a specified time period, contingent upon the occurrence of a behavior... To reduce the future frequency of that behavior. Must be a discrepancy between the time in and the time out. Contingent on a response, anytime in condition changes to a time out condition. The last time out is contraindicated for behavior maintain by socially mediated negatively enforcement/escape

Answer 62

Time-out from positive reinforcement

Question 63

the individual is not physically removed from the environment For a specified period of time. Powerful for individual sensitive to Social reinforcement. Sub-types: Planned ignoring Time-out ribbon Contingent observation Withdrawal of a specific reinforcer

Answer 63

Non-exclusionary Time-out

Question 64

individual is removed from the environment for a specified period of time Sub types; Partition or barrier,Hallway, another room

Answer 64

Exclusionary Time-out

Question 65

Lerman, Iwata, Shore, and DeLeon (1997) thinned time-out for two of four participants using a FI schedule Donaldson and Vollmer (2012) were able to thin time-out using a VR schedule It seems possible to thin time-out using dense VR Also, some clients may benefit from rules that decrease duration of time-out for decreased latency with compliance (Donaldson, Vollmer,

Answer 65

Thinning Time-out

Question 66

Increasing the duration of time-out contingent upon target behavior during the time-out Mace, Page, Ivancic, and O’Brien (1986) evaluated contingent delay versus no contingent delay Donaldson and Vollmer found no difference between contingent delay and no delay. Also, Problem behavior in time out was not predictive of problem behavior out of Time out. Based on current literature, not ethical to extend the time out time contingent on probably have your door in time out.

Answer 66

Contingent Delay

Question 67

Two children with problematic behavior maintained by adult attention preferred the most effective intervention: FCT + punishment

Answer 67

A Preference for Punishment?

Question 68

Conditioned Punishers: If conditioned punishers could be used it may ease ethical concerns In the lab, conditioned punishers are created by repeatedly presenting a neutral stimulus with an aversive through noncontingent stimulus presentation In the clinical world we would have to present a neutral stimulus along with a punisher when a target behavior occurs. Ex. The word “No. When Pairing in Clinical Settings start with a neutral stimulus (nudge on shoulder and clients name) Study FR1 pairing procedure was effective for both participants, but re-pairing was necessary Pairing is possible when using positive reinforcement procedures. Be careful with function of behavior.

Answer 68

Use Pairing procedure to establish new conditioned reinforcers and punishers

Question 69

Neutral stimulus (nudge on shoulder and clients name) FR1 pairing procedure was effective for both participants, but re-pairing was necessary possible when using positive punishment procedures Be careful with the function of behavior Re-pairing will likely be necessary

Answer 69

Pairing in Clinical Settings-Punishment

Question 70

The loss of a specific amount of a positive reinforcer, contingent upon the occurrence of a behavior; the effect is to reduce the future frequency of that behavior (Cooper et al.) Arbitrary items: gold stars, loss of privileges ``` Fines/Penalties- Used in conjunction with reinforcement programs including;  Token Economies Level Systems Contingency Contracts ```

Answer 70

Response Cost- Negative punishment

Question 71

Used in conjunction with reinforcement programs including;  Token Economies  Level Systems  Contingency Contracts Use caution when implementing these procedures in these types of reinforcement best Programs.

Answer 71

Fines/Penalties- negative punishment

Question 72

1. Intensity: Deliver punishment at a high intensity.  Note: If mild or low intensity punishment is used, suppression of a behavior will be slower and the likelihood of a adaptation to the punisher is increased. 2. Behavior chains: Deliver punishers at the beginning of a chain 3. Schedule a delivery. Delivery punishment every time the behavior targeted for a change occurs. (Punishment is most effective if use on a continuous schedule as opposed to an intermittent schedule. Important note because clients may try to avoid the punisher.) Conflicting rules and delay of delivery. Punishers should be delivered immediately following a response within .5 seconds.

Answer 72

Variables Affecting Punishment | Effectiveness

Question 73

A response independent or time a beast delivery of reinforcer. (i.e., A pre-determined to schedule independent of individuals behavior) Initial schedule can be continuous, latency to first problem behavior, or mean I RT. Typically involves Three components: 1. Reinforce a delivery on a fixed time schedule 2. Extinction for problem behavior 3. Schedule thinning When implementing, one could utilize a functional arbitrary reinforcer

Answer 73

Noncontingent reinforcement- NCR