Reinforcement Strategies PDF

www.dhs.pa.gov www.dpw.state.pa.us > Target Audience: Anyone involved in implementing a Behavioral Support or Skill Building Plan www.dhs.pa.gov www.dpw.state.pa.us > 2 Objectives: Training participants will be able to: 1. Define reinforcement i...

www.dhs.pa.gov www.dpw.state.pa.us > Target Audience: Anyone involved in implementing a Behavioral Support or Skill Building Plan www.dhs.pa.gov www.dpw.state.pa.us > 2 Objectives: Training participants will be able to: 1. Define reinforcement in a behavioral science context 2. Link behavioral function to reinforcement history 3. Identify the qualities that exist in effective reinforcers 4. Analyze intervention plans to determine if there are effective reinforcement/consequence strategies www.dhs.pa.gov www.dpw.state.pa.us > 3 Disclaimer This training is not meant to be a replacement for any regulations, program requirements, etc.. but meant to re-frame an often misunderstood but important topic in the field of behavioral supports and services. www.dhs.pa.gov www.dpw.state.pa.us > 4 Assumptions of Behavior Everything a person or living thing does is behavior Most behaviors are learned Behavior is communication Behavior is an individual’s best attempt at getting what they want or need out of a situation Behavior serves a function If challenging behavior is occurring with regularity….. it is being reinforced www.dhs.pa.gov www.dpw.state.pa.us > 5 Behavioral Function Functional Behavior Assessment (FBA)  An FBA should not be a “one time” thing Should be conducted for every concerning behavior Should be re-evaluated when there are changes to behavior and or context in which behavior is occurring  A quality FBA should: Demonstrate there is enough evidence to hypothesize a function of a challenging behavior If not, make recommendations to rule out medical or mental health causation before continuing. Tell us the ABC’s of the targeted behavior… www.dhs.pa.gov www.dpw.state.pa.us > 6 ABC’s of Behavior (Antecedent) (Behavior) (Consequence) Describes the Defines the Identifies the environment or challenging variables that have situational context behavior in historically the challenging measurable/ reinforced the behavior is observable terms challenging occurring in behavior www.dhs.pa.gov www.dpw.state.pa.us > 7 But what IS reinforcement? Reinforcement terminology  Presenting/removing a stimulus following a behavior that makes it more likely that the behavior will occur again in the future If a behavior continues to occur… it has been reinforced If a behavior no longer occurs… it has been punished* *”punished” in this presentation refers to the technical definition of “punishment” found in Behavioral Science literature. This is not referring to any harmful, degrading, or un-approved restrictive procedures. www.dhs.pa.gov www.dpw.state.pa.us > 8 But what IS reinforcement? www.dhs.pa.gov www.dpw.state.pa.us > 9 Examples When Jaime says “the dishes in the dishwasher are clean”, Jordan puts the dishes away  Positive Reinforcement: Kiss on the cheek and “thanks for putting the dishes away” …..Jordan puts the dishes away more often in the future  Negative Reinforcement: Jaime stops passive-aggressively mentioning that the dishes are clean ….Jordan puts the dishes away more often in the future When Jordan comes home from his hockey game, he leaves his stinky hockey gear in the shared car  Positive Punishment: Jaime tells Jordan he needs to clean the stink out of the car… Jordan no longer leaves hockey gear in the car in the future  Negative Punishment: Jaime takes away Jordan’s hockey gear… Jordan no longer leaves hockey gear in the car in the future www.dhs.pa.gov www.dpw.state.pa.us > 10 Extinction No longer adding or subtracting a stimulus after a behavior No longer allowing a behavior to provide reinforcement www.dhs.pa.gov www.dpw.state.pa.us > 11 What do we know about reinforcement? Reinforcer ≠ Reward Reinforcement does not take your intentions into account  We don’t know if a consequence is reinforcing until future situations Reinforcement is not universal  Every individual has different reinforcers (and punishers) Reinforcement Strategies must be faded over time  Continuous reinforcement should be used when teaching a new behavior  “Scheduled” reinforcement should be used as the new behavior begins to take hold and until “natural” level of reinforcement is reached For a quick overview of reinforcement schedules: https://courses.lumenlearning.com/wmopen-psychology/chapter/reading-reinforcement-schedules/ www.dhs.pa.gov www.dpw.state.pa.us > 12 What do we know about reinforcement? The Most Effective Reinforcers are: Personal  Meaningful to the individual Immediate  Given immediately after the behavior to be reinforced Contingent  Given when the behavior has occurred and not when undesired behavior occurs In the “Goldilocks” Zone  Not too much or too little, but just right www.dhs.pa.gov www.dpw.state.pa.us > 13 Functions of Behavior S.E.A.T Sensory = Automatically Reinforced Escape =Negatively Reinforced Attention & Tangible = Positively Reinforced https://paautism.org/wp-content/uploads/2019/07/S.E.A.T.-Functions-of-Behavior- Cheat-Sheet.pdf www.dhs.pa.gov www.dpw.state.pa.us > 14 Preference Assessments Include both direct and indirect methods for discovering individual preferences Can give a educated idea of what may be reinforcing to an individual BUT, Preference does not always = Reinforcement For a general overview of Preference Assessments: https://asatonline.org/research-treatment/clinical-corner/conducting- preference-assessments-with-individuals-with-autism/ *See Reinforcement Inventory for Adults www.dhs.pa.gov www.dpw.state.pa.us > 15 Preference Assessments When conducting a preference assessment or identifying potential edible or tangible reinforcers when working with a participant, always be sure the objects identified are age appropriate and are permitted to be used as reinforcers in the situation in which intervention(s) will take place. In some settings and especially when working with adults, it may not be appropriate or allowable to use contingency based reinforcement strategies www.dhs.pa.gov www.dpw.state.pa.us > 16 www.dhs.pa.gov www.dpw.state.pa.us > FBA Condition (antecedent) Behavior Hypothesis likely environmental predictors of the observable description of data-based description of the function of destructive/disruptive behavior destructive/disruptive behavior behavior (how the behavior has been historically reinforced) BSP Condition (antecedent Behavior Criteria In the same we hope to see X (a more socially – how much support is needed, how situational/environmental context acceptable, less much/how often, how long. as above destructive/disruptive behavior) www.dhs.pa.gov www.dpw.state.pa.us > 18 Antecedent Strategies What will we do ahead of time to make the challenging behavior less likely to occur? Make tasks easier / shorter in duration Make environment less overwhelming Develop cues/prompts to increase replacement behavior Make the challenging behavior unnecessary be providing the historical reinforcer ahead of time www.dhs.pa.gov www.dpw.state.pa.us > 19 Replacement/ Alternate Strategies Replacement Teach skills that have same function and as efficient as the challenging Bx. Must meet the same outcome identified as the function in Strategies the FBA, Teach skills that are not-functionally equivalent but lessen the need for the individual to achieve that function in that Alternate situation. Think “coping skills” Strategies May also reinforce “warning signs” when challenging behavior is dangerous www.dhs.pa.gov www.dpw.state.pa.us > 20 Note about Alternative Strategies If the alternative strategy is focused on compliance with a request, there must be a more appropriate replacement behavior taught that allows the participant to escape or delay the request. www.dhs.pa.gov www.dpw.state.pa.us > 21 Consequence Strategies Strategies that tell support team members how to respond to a number of behaviors that may be seen in a previously challenging environment/situation. Must be implemented consistently by all team members to be effective. What was the original function again? www.dhs.pa.gov www.dpw.state.pa.us > 22 Consequence Strategies Reinforce Replacement When replacement skill happens… same reinforcer that previously reinforced the challenging behavior Behavior When alternate behavior happens Reinforce Alternate Same reinforcer that previously reinforced the challenging behavior Behavior Pair the natural reinforcement provided from the alternative skill No longer provide reinforcement for the destructive/disruptive Extinction behavior www.dhs.pa.gov www.dpw.state.pa.us > 23 EXAMPLE FBA Condition (antecedent) Behavior Hypothesis When asked to clean his room Rio slams the door and curses In order to delay cleaning his room BSP Condition (antecedent) Behavior Criteria When asked to clean his room Rio will clean his room, or ask for a With less than 2 prompts, 9/10 break to delay cleaning his room opportunities for 13 consecutive weeks www.dhs.pa.gov www.dpw.state.pa.us > 24 Antecedent Strategies During the initial plan development… Antecedent Strategies Work with Rio and his family on making a Review Rio’s cleaning schedule with him on compromise about what a clean room looks like Monday’s. It is kept on the bulletin board above Help Rio clean to a standard that everyone can his desk along with his “clean room reference agree to for now and take a picture to show what picture” a clean room looks like. Rio has indicated he gets frustrated with cleaning Create a schedule with Rio ahead of time to after 15 minutes. Make sure to offer a break to indicate when he will clean. Rio after he has been cleaning for 10 minutes. Clean in chunks that Rio can stay engaged with. Ask Rio if there is any steps, he needs help with He says he gets frustrated with cleaning after 15 before cleaning. minutes. Acknowledge that cleaning is boring for Rio and Ask Rio to see what areas he has most difficulty you know it’s hard for him with. Observe Rio to see if more formal supports Ask Rio to review the clean room reference might be needed with certain tasks picture before cleaning Ask Rio how he would like to be reminded to If Rio has missed scheduled cleaning remind him clean his room when he misses scheduled while you are reviewing the daily schedule at the cleaning times or when it does not look like the beginning of your shift. Let Rio pick when to add reference picture after cleaning. cleaning to the schedule for the day. www.dhs.pa.gov www.dpw.state.pa.us > 25 Replacement / Alternate Strategies Rio will ask for a break Replacement Rio will say “not right now” and indicate when he will clean his room next Strategies Alternate Rio will use “square breathing“ before responding Rio will begin to clean his room (goal) Strategies www.dhs.pa.gov www.dpw.state.pa.us > 26 Consequence Strategies Reinforce Reinforce Alternative Extinction Replacement Behavior Behavior When Rio asks for a break (delays When Rio cleans his room: When Rio curses or slams the door after cleaning) Offer praise and remind Rio that now being asked to clean Say sure thing and tell Rio you will set a you have time to work on more fun timer for 10 minutes stuff. Ask Rio what he wants to do with Tell Rio that if he asks for a When the timer goes off ask Rio if he is the extra time. break you will give him one ready to go back to cleaning Make sure the team does not mention Prompt Rio to ask for a cleaning again until his next scheduled cleaning passes break When Rio says he will clean later (delays cleaning) When Rio uses deep breaths after being Immediately give him a Say sure and ask him when he wants to asked to clean break and follow strategies clean and if he needs a reminder, Ask him if he needs a break and if so to reinforce the asking for a offer one break behavior. Ask him to update his cleaning calendar Tell him you will remind him at the time Ask him if he needs assistance and if so he specified offer a reasonable amount of help ,but do not clean for him. www.dhs.pa.gov www.dpw.state.pa.us > 27 Considerations of reinforcers when working with adults Is the reinforcer age appropriate and socially appropriate?  If no, find a more age and socially appropriate reinforcer Does the individual own the item?  If yes, this cannot be used as a reinforcer Is access to this item or activity included as part of the service being provided to the individual  This should not be used as a reinforcer. This should be provided as part of the service. www.dhs.pa.gov www.dpw.state.pa.us > 28 Considerations of reinforcers when working with adults If the function is general attention seeking, should access to meaningful attention from paid support be used as a reinforcer?  No, meaningful attention is a core component of direct service Have the reinforcement strategies changed over time?  We all get bored (satiated) of reinforcers, so strategies need to be updated www.dhs.pa.gov www.dpw.state.pa.us > 29 Restrictive Interventions www.dhs.pa.gov www.dpw.state.pa.us > Restrictive Procedures When identifying reinforcement procedures, we must always prioritize an individuals rights and autonomy. There may be specific situations where an individual’s health and safety require restrictive procedures be used, however the LEAST restrictive strategies should always be used and non-restrictive strategies must be tried first. www.dhs.pa.gov www.dpw.state.pa.us > 31 Restrictive Procedures A Restrictive Procedure is a practice that does one or more of the following:  Limits an individual’s movement, activity or function  Interferes with an individual’s ability to acquire positive reinforcement  Results in the loss of objects or activities that an individual values  Requires an individual to engage in behavior that the individual would not engage in given freedom of choice All Restrictive Procedures must be approved by a Human Rights Team prior to implementation and only when the procedure is necessary to ensure health and safety of the individual. 6100.341 Definition of a Restrictive Procedure www.dhs.pa.gov www.dpw.state.pa.us > 32 Restrictive Procedures A practice that limits a participant’s movement, activity or function  Restraint  Physical Assists  Helmets or Mitts for behavioral reasons (e.g., self-injurious behavior)  Not permitting someone access to the internet or WiFi devices  Blocking access to a room, activity or person (e.g., installing a half door to prevent person from entry in to kitchen because of food related behaviors) www.dhs.pa.gov www.dpw.state.pa.us > 33 Restrictive Procedures A practice that interferes with a participant’s ability to acquire positive reinforcement  Removing a participant from the immediate environment that is reinforcing (e.g., Exclusionary Time Out)  Contingent Observation (e.g., asking someone to stand or sit away from the group)  Using a highly structured reinforcement strategies such as differential reinforcement  Ignoring (ignoring the participant, but ignoring the behavior but not the person is not restrictive)  “If you don’t eat your meat, you can’t have any pudding” www.dhs.pa.gov www.dpw.state.pa.us > 34 Restrictive Procedures A practice that results in the loss of objects or activities that the participant values  Token economies that result in loss of objects or activities (response cost)  Using contingencies (e.g., you didn’t take a shower today so you can’t go your coin collectors group tonight) www.dhs.pa.gov www.dpw.state.pa.us > 35 Restrictive Procedures A practice that requires individual to engage in behavior he or she would not engage in if given freedom of choice  Requiring the person to clean up the damages made by knocking items off the table but also cleaning the entire kitchen (e.g., overcorrection)  Requiring a person to exercise  Requiring a person to attend/participate in AA meetings  Requiring someone to shower every morning www.dhs.pa.gov www.dpw.state.pa.us > 36 Challenge Think of the BSPs / SBP’s you are involved in implementing  Are the consequence strategies personal?  Are there strategies other than verbal praise?  Do the consequence strategies tell you what to do when you observe: Replacement Behaviors? Alternative Behaviors? Challenging Behaviors?  Are there are strategies that are restrictive?  Has everyone on the team been trained on the plan?  Is everyone on the team following the plan consistently? www.dhs.pa.gov www.dpw.state.pa.us > 37 Related Trainings on myodp.org Addressing Motivation Issues:  https://www.myodp.org/course/view.php?id=1261  https://www.myodp.org/course/view.php?id=1262 Staff Influence on Challenging Behaviors  https://www.myodp.org/course/view.php?id=697 Application of Applied Behavior Analysis  https://www.myodp.org/course/view.php?id=1279 Working as One Team:  https://www.myodp.org/course/view.php?id=1295 www.dhs.pa.gov www.dpw.state.pa.us > 38 References Miltenberger, R. G. (2008). Behavior modification: Principles and procedures. Belmont, CA: Thomson Wadsworth. Delmolino, L., & Harris, S. L. (2004). Topics in autism: Incentives for change: Motivating people with autism spectrum disorders to learn and gain independence. Bethesda, MD: Woodbine House Kelly, M.A., Roscoe, E.M., Hanley, G.P. and Schlichenmeyer, K. (2014), Evaluation of assessment methods for identifying social reinforcers. Journal of Applied Behavior Analysis, 47: 113-135. doi:10.1002/jaba.107 www.dhs.pa.gov www.dpw.state.pa.us > 39 www.dhs.pa.gov www.dpw.state.pa.us > 40