Mixed Trialing and Pacing

Amanda Dixon

Mixed Trials

What is it?

Running more than one procedure at a time

Example: 5 trials of Class Member ID, then 5 trials of Fine Motor

Why?

Helps keep your child attending

Helps increase responding

How To Mix It Up

Run more difficult tasks between easier tasks

Run more aversive procedures with preferred procedures

Child will receive more reinforcement for correct responses with easier tasks

Helps build behavioral momentum

Tendency for behavior to persist following a change in environmental conditions

Strategy you want to use to increase “motivation” to work because there are more opportunities for success

What To Mix

Consider the materials used for each procedure

Combine a procedure with a lot materials with a procedure without materials

Example: ID objects with a vocal procedure

What To MixRun a new procedure (or fun ELOs) with older procedures that have a low rate of responding

Novelty can keep your child attending

Examples: New pictures, new objects, new toys

Unpredictability can be reinforcing

Example:

Put 5 objects in a bag.

Have child unzip bag.

Then run a couple trials of 2&3 Comp. ID Obj.

Mixed Trial Ideas

Use the same materials to run different learning opportunities

This can help your child discriminate between Sd

One object can have multiple characteristics and qualities

Example: Using a toy car you can ask

“What is this?”

“What color is this?”

“Is this a book?”

Mixed Trial Ideas

Run a difficult procedure with an out of the booth procedure

Child will receive reinforcement (getting out of booth) after completing an aversive trial

Example:

Combine ID Size/Color/Shape with 2&3 Comp. Directions

Sd: “Big, red circle” then “Get a book and put it in your bag.”

Pacing

How quickly you are moving with your child in the booth

Learning opportunities

Extra Learning opportunities

Delivering reinforcement

Duration of reinforcement

Pacing Problems

Your child should never be sitting with nothing to do

Losing opportunities for learning

More time for problem behaviors

More difficult to get back on track

Breaks behavioral momentum

Pacing Problems

When delivering the reinforcer

Too often

Breaks momentum

Missing out on learning opportunities

Reinforcer may become less desirable

Not enough

Procedure may become aversive

Responding may descrease

satiation

Pacing Problems

Deliver the reinforcer immediately!

You don’t want to inadvertently reinforce other behaviors

Example: Child correctly identifies correct object then throws materials while you look for a reinforcer

Reinforcing problem behavior

Keeping Up The Pace

Use a token economy

Increase the number learning opportunities before delivering a reinforcer

Helps move toward reinforcement similar to the natural environment

Keeping Up The Pace

Keep procedures as fun as possible to maintain responding

Instead of BS ELOS, keep child attending by:

Starting out with easier trials

Frequent preference assessments

Be careful not to reinforce noncompliance by avoiding more difficult demands

Keeping up the pace

Keep materials fun and appropriate

Example: Actual books and toys instead of just pictures

Hide extra learning opportunities in procedures

Example: Have the child pick a marker before tracing. Then ask, “What color?”

Questions

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