RBT 2

• Reactive Strategies


  1. Demonstration: Therapist demonstrates extinction and differential reinforcement procedures

  2. Extinction: A behavior that has been previously reinforced is no longer reinforced

  3. Differential Reinforcement: Reinforcement of one response (i.e., appropriate response) and withholding (placing on extinction) another response (i.e., maladaptive behavior)
• DRI (Differential Reinforcement of INCOMPATIBLE Behavior)


  Behavior to increase Reinforce. The behavior being reinforced is incompatible (CANNOT occur at the same time as) behavior to reduce. Incompatible behaviors should be a functional replacement and more socially acceptable than the behavior to reduce.
• DRA (Differential Reinforcement of ALTERNATIVE Behavior)


  Behavior to increase = Reinforce. The behavior being reinforced is an alternative (CAN occur at the same time as) the behavior to reduce. Alternative behaviors should be a functional replacement and more socially acceptable than the behavior to reduce.
• DRO (Differential Reinforcement of OTHER Behavior)


  Reinforces the absence of the behavior over a predetermined time. Leaner can exhibit any other behavior except the targeted behavior(s) to reduce.
• Extinction


  A behavior that has been previously reinforced is no longer reinforced
• Differential Reinforcement


  Reinforcement of one response (ie, appropriate response) and withholding (placing on extinction) another response (ie, maladaptive behavior)
• Differential Reinforcement of Incompatible Behavior DRI


  Reinforcement is provided after the occurance of a behavior which is impossible to occur at the same time as the behavior targeted to replace e.g. The behavior to replace is spitting, the individual will recieve reinforcement for engaging in drinking, talking, and having their lips closed because all these behaviors are incompatible with spitting.
• Differential Reinforcement of Alternate Behavior DRA


  Reinforcement is provided after the occurace of a behavior that is an acceptable replacement for the behavior targeted to reduce or replace. This behaviour is not necessarily incompatible with the targeted behavior e.g. The function of the behavior to eliminate is escape, the individual will be provided with reinforcement anytime he requestes a break.
• Differential Reinforcement of Other Behavior DRO


  Reinforcement is provided for any behavior that is not the target behavior. Reinforcement could also be provided if the behavior does not occur within a specified interval. Sometimes called, 'reinforcement of zero rates of responding' because it is reinforcement for the absense of the behavior e.g. Each recess that the child does not engage in kicking her peers, she will recieve reinforcement.
• Antecedent


  What occurs before the behavior being tracked. The antecedent "triggers" the behavic
• Behavior


  In ABA is described as something you can see. It is OBSERVABLE and MEASURABLE. It is response to the antecedent. Anything a person says or does. Behavior involves movement and has an impact on the environment. Is influenced by environmental events. Can be observed, described, and recorded.
• Consequence


  What happens following a behavior. Does not have to be "bad" or "good."
• The ABC Model


  ANTECEDENT BEHAVIOR CONSEQUENCE
• Environment


  Is the total constellation of stimuli and conditions which can affect behavior. It is both inside and outside of the skin. The setting in which the behavior occurs. This can include the context (l.e., if they have a headache this would be part of their environment).
• Functions of Behavior


  • Escape/Avoidance
  • Attention
  • Access to tangibles
  • Automatic reinforcement or Self-Stimulatory
• Escape/Avoidance


  The behavior has allowed a child to escape or avoid a person, task, environment, or situation in the past.
• Attention


  The behavior has allowed the child to gain attention. Attention can include verbal reprimands/praise, emotional reactions (even non-verbal reactions) and can come from known adults, peers and/or strangers.
• Access to tangibles


  The behavior has allowed the child to gain access to items or activities in the past. It can be access to food, toys, games, places (park, gym), people, etc.
• Automatic reinforcement or Self-Stimulatory


  The behavior is internally reinforcing to the child. Can include hand flapping, jumping, picking nose, mouthing, licking things, biting nails, picking scabs, masturbation, etc.
• Most behaviors are not controlled by one function!!! Rather a primary function and secondary functions.
• Sensory


  These behaviors provide access to sensory stimulation It "feels good to engage in the behavior.
• Escape


  These behaviors remove an undesired situation or person
• Attention


  These behaviors provide a reaction from others. They are often described as "acting-out behaviors.
• Tangible


  These behaviors provide access to highly preferred Hems or activities.
• Continuous measurement procedures


  Records all instances of an observed behavior. Most accurate form of data collection.
• Continuous Measurement Procedures


  measuring all instances of a target response. All responses are recorded. Most accurate form of data collection.
• Continuous Measurement Procedures


  • Frequency: Count. A direct measure. Example: one hit one instance of behavior recorded
  • Rate: Count per unit of time. Example: How many times a child mands for preferred item in an hour
  • Duration: Total extent of time that a behavior occurs. Example: How long a child engages in crying.
  • Latency: Time from onset of a stimulus to initiation of the response. How long it takes for someone to respond to a cue, prompt, question, etc.
  • Interresponse time (IRT): The time between the end of one response and the beginning of another (same) response.
• Discontinuous Measurement Procedures


  Some instances of the behavior may not be detected. Estimating the actual occurrence of the behavior, rather than recording every instance.
• Discontinuous Measurement Procedures


  • Partial Interval: Interval is scored if target behavior occurs at any time during the predetermined interval (i.e., Behavior occurs during any PART of the interval), May OVERestimate occurrence of the target behavior. Findings are reported as a percentage or rate.
  • Whole interval: A predetermined interval (i.e., must occur for the WHOLE interval to be scored). May UNDERestimate of target behavior.
  • Momentary time sampling: Behavior is recorded if it occurs at a particular moment. Sample can be taken following a predetermined or randomized time. Behavior must be occurring AT THAT MOMENT to count. May UNDERestimate occurrence of behavior.
  • Permanent Product: Measuring behavior after it has occurred by measuring the effects on the environment. More accurate, complete, and continuous measurement Leaves the practitioner able to do other tasks. Examples: Written essay, worksheets, etc.