Академический Документы
Профессиональный Документы
Культура Документы
Principlesof
AppliedBehavior
Analysis
KeyPrinciplesofABA
(Kerr&Nelson,2010)
Inmanagingclassroombehavioranddesigninginterven3ons,itis
cri3calthatteachersunderstandtheseprinciples:
Consequencescontrolbehavior
Reinforcementstrengthensormaintainsbehavior
PosiGveReinforcement
NegaGveReinforcement
Consequencesthathavemaintainedbehaviorcanalsoweaken
ordecreasebehaviorbybeingwithheld
ExGncGon
Punishmentalsoweakensbehavior
Establishcon-ngenciesbyconsistentlyandimmediatelyfollowing
targetbehaviorswithconsequences
Usemodelingtostrengthen,weaken,ormaintainbehavior
SystemaGcProceduresforInuencingBehavior
(Consequences)
Increase
PosiGve
Reinforcement
NegaGve
Reinforcement
Decrease
ExGncGon
Punishment
PosiGveReinforcement
EssenGaltoimprovingbehavior
PosiGveReinforcementisthe
Con,ngentpresenta,onofasGmulus,followinga
response,thatincreasestheprobabilityorrateof
theresponse.
(Alberto&Troutman,2009p.217)
PosiGveReinforcers
Typesofreinforcers
Primary:innatelymoGvaGng,natural,unlearned(e.g.,food,
liquids)
Secondary:condiGoned&learned(e.g.,tokens)
SelecGngreinforcers
CannotsayforsuresomethingisareinforcerunGltheimpact
onthebehaviorcanbedetermined
Considerstudentage,reinforcementhistory,development,&
interest
Reinforcersampling
Askstudent
Rankorderbystudent
Distributereinforcermenu
Conductobjectsampling
(Alberto & Troutman, 2009)
ObserveduraGonofgaze,engagement
TypesofReinforcers
Primary Reinforcers
Secondary Reinforcers
Tangible
Consumable
Cookies
Water
Chocolate
Sensory
Warmth
Light
Vibration
Touch
Activity
Social
Exchangeable
Praise
Smile
Thumbs Up
Toy
Clothes
Eraser
Reading
Exercise
Sleeping
Money
Star
Point
ConsideraGonsforusingReinforcers
ReinforcementmustbeconGngent(if.then).
Worktoreplaceprimaryreinforcerswithsecondary
reinforces.
Asmuchaspossible,letstudentselectreinforcers
Assignreinforcertospecictasksorbehaviors(notone
fortheenGreday).
WatchforsignsofsaGaGonandchangereinforcersas
needed.
Decreasethesizeofediblereinforcerstoprevent
saGaGon.
UGlizeschedulesofreinforcementdonotprovidea
reinforcerforeachcorrectresponseorinstanceof
behaviors.
From:professional_development.gcsnc.com/.../Elementary%20%20Secondary%20Reinforcer%20Menu%20With%20Key.doc
VisualMenus
The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still
appears, you may have to delete the image and then insert it again.
SchedulesofReinforcement
Timingpabernsfordeliveryofreinforcement
Whenteachingandestablishinganewbehavior,
reinforceeachinstance(i.e.,conGnuousreinforcement)
Onceabehaviorisestablished,makereinforcementless
predictable
Movefromhighratesofreinforcementtovariablerates
Becarefulnottoreducethereinforcementtooquickly
Intermibentreinforcementreferstoreinforcementthat
isnotgivenforeachinstanceofaresponse
(Alberto&Troutman,2009;Kerr&Nelson,2010)
SchedulesofReinforcement
SchedulesofReinforcement
Con,nuousreinforcement:everyinstanceofa
behaviorisreinforced
IntermiAentreinforcement:somenotallresponses
arereinforced
RaGoschedules:Reinforcementisbasedonthenumberof
behaviorsrequired
Intervalschedules:Reinforcementisbasedonthepassageof
Gme
DuraGonschedules:Reinforcementisbasedonthe
conGnuedperformanceofaresponseforaperiodofGme
Fixedschedules:Therequirementsforreinforcementare
alwaysthesame
Variableschedules:Therequirementsforreinforcement
changerandomly
(Alberto & Troutman, 2009)
NegaGveReinforcement
TheconGngentremovalofanaversivesGmulusimmediately
followingaresponsethatincreasedthefuturerateand/or
probabilityoftheresponse.
(Alberto&Troutman,2009,p.254)
Examples:
Stevewillputonseatbelttostopbuzzer.
Lukewillcleanuphisroomtostopescapeparentnagging.
Markcompleteshisworktoavoidhavingtostayinthe
classroomduringPE.
Whatthingsareaversive
tostudentsintheclassroom?
Certainacademictasks
Certainpeers
UnclearteachersdirecGons
NaggingornegaGveteachers
NegaGveReinforcement
Becareful.Considerthisscenario
Teachergivesstudentanassignment(the
assignmentisaversivetothestudent)
StudentisdisrupGve
Teacherremoveswork(i.e.,removesaversivesGmulus)
TeacherhasnegaGvelyreinforcedthedisrupGvebehavior
ThenextGmetheteacherpresentsthework,thecycleis
repeatedbecausethestudenthaslearnedthatdisrupGon
worksingehngtheteachertoremovetheassignment.
Teachersneedtounderstandhowtheirbehavior
reinforcesandteachesthewrongstudentbehaviors
(Alberto & Troutman, 2009)
EecGveUseofNegaGve
Reinforcement
IfstudentsaremoGvatedby
escapefromoravoidanceof
aversivesGmuli,teach
studentsamoreappropriate
wayto escape or avoid
Forexample:Teach
studentstorequesta
breakoraskforhelp
ExGncGon
Withholdingreinforcementfor
previouslyreinforcedbehaviorto
REDUCEtheoccurrenceofthe
behavior
(Alberto&Troutman,2009,p.424)
Mostojenusedtodecreaseproblem
behaviorsthathavebeen
reinforced/maintainedbyteacher
abenGon
ConsideraGonsforExGncGon
ExGncGonisnotafastwaytodecreaseabehavior
TargetedbehaviorwilltypicallyconGnuebeforeitdecreases(i.e.,resistance
toexGncGon)
Targetedbehaviormayincreaseorgetworsebeforeitdecreases(i.e.,
exGncGonburst)
SomestudentsmayrespondtoexGncGonwithaggression(i.e.,
exGncGoninducedaggression)
ExGnguishedbehaviormaytemporarilyreappearatsomepoint(i.e.,
spontaneousrecovery)
Peersmayalsobereinforcingatargetbehavior
ExGnguishedbehaviorsdonotgeneralizetoothersehngswell
(Alberto&Troutman,2009)
EecGveUseofExGncGon
UseexGncGoninconjuncGonwiththe
reinforcementofappropriatebehaviors
Rememberthatan absence ofbehaviorisnotthegoalofclassroom
management.Instead,thegoalisforstudentstolearnandusesocially
appropriatebehavior.
OnceabehaviorhasbeenputonexGncGon,donot
reinforcethiswillonlymakeithardertoeventually
exGnguish
TocontrolforpeerabenGon,peerscanbe
reinforcedforwithholdingabenGonforproblem
behavior
ToincreasegeneralizaGon,adultsinmulGplesehngs
mustalsouseexGncGon
Punishment
TheconGngentpresentaGonofa
sGmulusimmediatelyfollowinga
response,whichdecreasesthe
futurerateorprobabilityofthe
response (Alberto&Troutman,
2009,p.426).
Example:Timeoutfromfreeplay
(preferredacGvity)ajerhihng;
hihngdecreases
Tobedenedasa punisher ,
theremustbeadecreaseinthe
behavior
(Alberto & Troutman, 2009)
ConsideraGonsforPunishment
BenetsofPunishment
Stopsbehavior
InstrucGvetopeers
DisadvantagesofPunishment
Punishment should
be used on
a limited basis and
in conjunction with
procedures
to increase socially
acceptable behavior
Overuse
NegaGveselfesteem
Withdrawalorescape
IncreaseinaggressionandanGsocialbehavior
PeerreacGons
Damagesstudent/teacherrelaGonships
Whatisthestudentlearning?
KeyBehavioralPrinciples
Stimuli
Increase
Decrease
Presented
Positive
Reinforcement
Punishment
Removed
Negative
Reinforcement
Extinction
References
Alberto,P.A.,&Troutman,A.C.(2009).Appliedbehavioranalysis
forteachers(8thed.).UpperSaddleRiver,NJ:Merrill.
Kerr,M.M.,&Nelson,C.M.(2010).Strategiesforaddressing
behaviorproblemsintheclassroom(6thed.).Boston,MA:
Pearson.