sped 3380 antecedent interventions. increase or maintain a behavior reduce a behavior establish a...
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SPED 3380
Antecedent Interventions
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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
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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.
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Prompts or Cues
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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
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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
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Eliminating Prompts Discriminate Stimulus Training
Time Delay Systems– gradual increase in time prior to prompt
Fading
– physical prompts– visual prompts
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Contingency Management
Positive Reinforcement, Contracting, and Token Economies
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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
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Contingent Positive Reinforcement
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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
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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
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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
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Premack Principle
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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
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Reducing Behavior
Stimulus Control, Punishment, Differential Reinforcement
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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
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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
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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.
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Stimulus Control
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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
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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