Reinforce the Replacement Behavior
Reinforce the Replacement Behavior
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Reinforce the behavior you WANT to see. Use this strategy whenever the student engages in the designated replacement behavior selected during the Teach component on the intervention process. The reinforcer selected should be highly preferred so that the student is more likely to repeat the desired behavior.
There are lots of ways to reinforce:
-Chart
-Frequent Verbal Praise
-Token Economy
-First/Then
Reinforcement: Physically Incompatible, can't do one while doing the other!
Screaming-Reinforce quiet
Unsafe Hands-Reinforce safe hands
Eloping- Reinforce staying in area/sitting in chair
OR
Reinforcement: Same function(SEAT), immediately providing the requested response when the student engages in the functional replacement behavior selected.
Student usually shouts out answer, the replacement behavior would be to raise hands, whenever the student raises their hand immediately reinforce. The function is the same because they are still getting attention.
Student gets frustrated with work and does not complete it. A replacement behavior would be to request a break. The function is the same because they are still escaping the work, but in a more expected way.
STOP Reinforcing the Challenging Behavior
STOP Reinforcing the Challenging Behavior
This intervention involves no longer providing the response that followed and maintained the challenging behavior.
Ex. In the past, when the student screamed, adults responded with emotion and escorted the student to time-out, thus delaying the start of the task. Now, when the student screams, the adults respond minimally (e.g., flat affect, no eye contact, minimal verbal responses).
Increase Positive : Negative Ratio
Increase Positive : Negative Ratio
This intervention involves responding positively to appropriate behavior more often than responding negatively to challenging behavior.
Ex. A teacher decides to provide a minimum of 8 positive responses within a 20-minute time period during which the student typically displays challenging behavior. Each time the teacher makes a positive comment, one paperclip is moved from the left to right pocket. After 20 minutes, the teacher checks to ensure goal has been met.
Group Contingency
Group Contingency
Try this if the behavior is maintained by peer attention!
A target behavior is required of a group of students and reinforcement is delivered contingent on the group (e.g., Good Behavior Game). A variation (dependent group contingency) provides reinforcement to the group based on an individual student performing an appropriate behavior.
Ex. The class gets an extra recess on Friday if the student reaches his goal of completing X amount of assignments for the week.
The class gets bonus points toward a party if the student reaches his or her self-management goal of staying on task.
You can try the Good Behavior Game!
Home-School Reinforcement
Home-School Reinforcement
This intervention involves the student earning reinforcement at home for behavior performed at school. This may be in addition to school reinforcement or as a stand-alone system.
Ex. The student’s mother wanted to provide more powerful reinforcement to support the intervention plan. She agreed that for each week the student met the self-management goal, he got to go to the zoo.
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