Tag Archives: teaching

Tip of the Week: Why Differential Reinforcement is Preferred to Punishment

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In B.F. Skinner’s phenomenal book The Technology of Teaching, he briefly discusses problems with punishment. He explains that the use of punishment (defined as adding or subtracting something from the environment in order to reduce the occurrence of a behavior), is not as clear-cut as we might imagine.  When we attempt to punish a behavior, it’s quite likely that we will unintentionally suppress a broader range of behaviors than we intended.

Skinner gives the example of a child who has touched a candle flame and been burned. The child has probably been taught not to touch the flame, but Skinner argues that it’s quite possible that “in the presence of a candle flame he will not be likely to explore any part of the environment, to reach for or grasp objects of any kind” (Skinner, 1968, p. 186). This is an important consideration, especially when we consider the classroom.  We have to ask ourselves, when we punish certain behaviors, are we unintentionally suppressing other, desirable behaviors?  And in punishing the undesirable behavior, are we clearly communicating to the child what the desirable behavior is?

Skinner then moves on to discuss alternatives to punishment. What he describes is known today as differential reinforcement.  Since Skinner wrote The Technology of Teaching, a great deal of research has been completed on differential reinforcement, which “consists of reinforcing particular behavior(s) of a given class (or form, pattern or topography) while placing those same behaviors on extinction and/or punishing them when they fail to match performance standards or when they occur under inappropriate stimulus conditions” (Mayer, Sulzer-Azaroff, & Wallace, 2014).  Put simply, we reinforce the desired behavior and do not reinforce the undesired behavior.

Today we have categories for many different types of differential reinforcement to better describe strategies for implementation.

Types of differential reinforcement include:

  • Differential Reinforcement of Alternative Behavior (DRA)
  • Differential Reinforcement of Other Behavior (DRO)
  • Differential Reinforcement of Incompatible Behavior (DRI)
  • Differential Reinforcement of High Rates of Behavior (DRH)
  • Differential Reinforcement of Low Rates of Behavior (DRL)

Differential reinforcement is an incredibly useful tool for teachers and parents.  So we will devote several Tips of the Week over the upcoming months to how to use it effectively, taking a closer look at each of the types listed above.

References

Mayer, G. Roy, Sulzer-Azaroff-B. & Wallace, M. (2013). Behavior analysis for lasting change (3rd ed.). Cornwall-on-Hudson, NY: Sloan Publishing.

Skinner, B. F. (1968). The technology of teaching. New York: Appleton-Century-Crofts.

WRITTEN BY SAM BLANCO, MSED, BCBA

Sam is an ABA provider for students ages 3-12 in NYC. Working in education for ten years with students with Autism Spectrum Disorders and other developmental delays, Sam has developed strategies for achieving a multitude of academic, behavior, and social goals. Sam is currently pursuing her PhD in Applied Behavior Analysis at Endicott College.

Tip of the Week: Clearing Up the Misconceptions About Reinforcement

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ABA often gets a bad rap due to misunderstandings about reinforcement. In my career alone, I’ve had people tell me that people are not like rats and pigeons, that reinforcement harms intrinsic motivation, and that when I do produce behavior change, it has nothing to do with ABA but with my abilities as a teacher. Today, I’d like to clear up some misconceptions about reinforcement.

Reinforcement is not equivalent to rewards. Reinforcement is anything that occurs immediately following a behavior that increases the future likelihood of that behavior. For instance, I am more likely to say hello to my neighbor down the street because in the past he has responded by saying “hello” back to me. However, I do not say hello to my next door neighbor because she has never responded to my greeting. My history of reinforcement with the neighbor down the street increases the likelihood that I will greet him upon seeing him.

Flowers GrassReinforcement occurs in the natural environment all the time, whether we are conscious of it or not. We are reinforced by paychecks for going to work, by our favorite dessert for visiting a restaurant 30 minutes out of our way, by compliments when we get a new haircut, and more. ABA utilizes reinforcement when an individual is not acquiring skills in order to help them learn. And when ABA is implemented correctly, reinforcement should be as close to naturally occurring reinforcers as possible and should be reduced systematically over time to levels that would naturally occur in their environment.

Reinforcement works for dogs and for humans. The previous two points illustrate that humans do respond to reinforcement, and decades of scientific research back that up. Comparing the work behavior analysts do with humans to the work behavior analysts do with other animals is not far off base. What is off base is using such a comparison to imply that behavior analysts treat people with disabilities like dogs. As with other professionals who work with individuals with disabilities, (such as speech therapists, physical therapists, nurses, etc.) most behavior analysts are professionals who put a lot of time, care, and love into their work.

Child Blowing BubblesReinforcement is individualized. Everything we do in ABA is individualized, because human beings are wonderfully complex creatures that cannot be characterized by statistics, averages, or norms. One of my students may find stickers reinforcing; another may show no interest. One student may find listening to music reinforcing; another may cover his ears and ask me to turn it off. In ABA, we seek to find the items and activities that are motivating for individuals; then use those as tools not only for reinforcement, but for increasing skills and broadening interests and opportunities. In an ideal ABA session, my students spend a lot of time engaging with items and activities that they enjoy while also learning and growing.

It’s easy to fall prey to misconceptions about reinforcement, but such misconceptions can make it impossible for us to understand how to alter the environment in order to provide the best possible outcomes for our students. As Skinner put it, “The ideal of behaviorism is to eliminate coercion: to apply controls by changing the environment in such a way as to reinforce the kind of behavior that benefits everyone.”

Over the next few weeks, we will be publishing a series on Differential Reinforcement procedures that will help you become more skilled in using reinforcement to affect behavior change.

WRITTEN BY SAM BLANCO, MSED, BCBA

Sam is an ABA provider for students ages 3-12 in NYC. Working in education for ten years with students with Autism Spectrum Disorders and other developmental delays, Sam has developed strategies for achieving a multitude of academic, behavior, and social goals. Sam is currently pursuing her PhD in Applied Behavior Analysis at Endicott College.

“Touch Red” – A Poem by Georgie Herz, ABA Teacher

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Here’s a touching – pun intended! – poem given to us by Georgie Herz, an ABA teacher from Special School District in St. Louis, MO, that we thought we’d share with all of you so you can start off your weekend with a smile.

Touch Red
Georgie Herz

Touch red
One card, one choice
Touch red

This is touching red
A prize, cheerios, candy, a car
This is touching red
I’ll guide your hand it’s not far
Touch red

Three times, I’m keeping score
Now with two
Touch red, I pray not blue
This is touching red

Add yellow, three cards, three times
Touch red you score
Pick a prize
Yes there’s more
Touch red

A week or two or three or four
We check again, yea you score
Touch red, there’s more

Cards are gone
See the bears
We start with one
Then it’s two
A prize for each one
You do

Touch red.

 

Pick of the Week: NEW! Function Wheels – A Behavioral Identification and Intervention System

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We’re absolutely thrilled to introduce Function Wheels, an easy-to-use system that enables users to identify the function of behavior and immediately intervene. Created and piloted by Keith Amerson, MSEd, Different Roads to Learning is a proud partner in bringing you the first all-inclusive, systematic approach for identifying the functions of problem behaviors and implementing research-based interventions to manage them.

Get your kit today at the introductory price of $149.95 through July 31st! No promo code necessary.

Click to enlarge.

Be sure to check out this nifty video below for a more in-depth look at the Function Wheels Kit!

Pick of the Week: Visual Task Completion Schedules

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Keep students on track with these handy visual task completion schedules! This week, you can save 15%* on the Task Completion Schedule and the Flip When Finished Schedule. Just enter promo code SCHED15 at check-out to redeem your savings!

The Task Completion Schedule features clear “X” symbols to show a task has been completed. Simply take one of the Velcro “X” symbols and place it over the image of a task to show that it is completed. This black loop schedule also comes with a removable pocket to hold the 6 finished symbols, which have hook fasteners on their ends to attach to the schedule over the pictures. The Task Completion Schedule measures 28″ x 4″.

The Flip When Finished Schedule contains detachable clear pockets to keep students on track with their tasks. Simply flip the picture over when a task is complete or to reveal a new task. This schedule can be hung horizontally or vertically against a wall or board. Includes eight 3.5″ x 3.5″ pockets with one clear side with its reverse colored vinyl. A hook strip on top of both sides keeps it stuck to the loop schedule. The Flip When Finished Schedule measures 34″ x 4″.

Don’t forget to save 15%* this week on the Task Completion Schedule and the Flip When Finished Schedule when you enter in promo code SCHED15 at check-out!

*Offer is valid until 11:59pm EST on July 14th, 2015. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at checkout!

Tip of the Week: Improving Behavior for the Whole Class

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Often, we focus on how to improve the behavior of an individual, but there are many times in which teachers must figure out a way to improve the behavior of the entire class. In ABA, we might implement a group contingency, a strategy in which reinforcement for the whole group is based upon the behavior of one or more people within the group meeting a performance criterion (Cooper, Heron, & Heward, 2007).

Group contingencies can be especially beneficial for teachers because it may not always be possible to implement a contingency for an individual or there may be several students who need improvement with the same behavior. It’s also a useful strategy for individuals who respond well to peer influence. Furthermore, there are several studies that demonstrate the group contingencies can increase positive social interactions within a group.

Let’s look at examples of each type of contingency. In the first type, a dependent group contingency, reinforcement for all members of the group depends on the behavior of a single person within the group or a small group of people within the group. For example, you might say, “If Joseph remains in his seat for all of math, we will have five extra minutes of recess today.” This can be highly motivating for Joseph, because his peers will respond well to him if he earns them access to five more minutes of recess (leading some to call it the “hero procedure” because the individual is viewed so positively upon earning the reward.) It’s clear that if you have a student who is not motivated by social reinforcement from peers, this type of contingency would backfire. However, there is plenty of research that shows it’s benefits. (Allen, Gottselig, & Boylan, 1982; Gresham, 1983; Kerr & Nelson, 2002)

In the second type, an independent group contingency, criterion for accessing reinforcement is presented to everyone, but only the individuals who meet criterion earn the reinforcer. For example, you might say “If you remain in your seat for all of math class, you will earn five extra minutes of recess today.” In this contingency, every student who reaches criterion accesses the extra recess time, but those students who left their seat do not earn the extra five minutes. Another example might be, “Each person who turns in all homework earns two bonus points on their spelling test.” In this set up, the entire class is working towards a common goal, but the individuals who achieve the goal earn reinforcement no matter how their peers perform.

In the third type, an interdependent group contingency, reinforcement for all members of the group depends on the behavior of each member of the group meeting a performance criterion. Mayer, Sulzer-Azaroff, & Wallace put it very well when they wrote “Independent group contingencies involve treating the members of a group as if they were a single behaving entity. The behavior of the group is reinforced contingent on the collective achievement of its members” (2014). In many classrooms there some type of independent group contingency in place, such as earning behavior points per class period or keeping your name on the green light (with yellow and red lights indicating problematic behaviors.) It’s quite simple to add an interdependent group contingency to these systems already in place. For example, you might say, “If all students names are still on the green light at the end of math, everyone earns an extra five minutes of recess.” There is evidence that interdependent group contingencies promote cooperation within groups (Poplin & Skinner, 2003; Salend & Sonnenschein, 1989).

Group contingencies are an excellent tool for classroom teachers, as well as anyone else working to manage a group of individuals.

FURTHER READING

Allen, Gottselig, & Boylan. (1982). A practical mechanism for using free time as a reinforcer in the classroom. Education and Treatment of Children, 5(4), 347-353.

Cooper, Heron, & Heward. (2007). Applied Behavior Analysis – 2nd edition. Englewood Cliffs; NJ: Prentice-Hall.

Gresham, F.M. (1983). Use of a home-based dependent group contingency system in controlling destructive behavior: A case study. School Psychology Review, 12(2), 195-199.

Kerr, M.M. & Nelson, C.M. (2002). Strategies for addressing behavior problems in the classroom (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Mayer, Sulzer-Azaroff, & Wallace. (2014). Behavior Analysis for Lasting Change (3rd ed.). Cornwall-on-Hudson, NY: Sloan Publishing.

Popkin, J. & Skinner, C. (2003). Enhancing academic performance in a classroom serving students with serious emotional disturbance: Interdependent group contingencies with randomly selected components. School Psychology Review, 32(2), 282-296.

Salend, S.J., & Sonnenschein, P. (1989). Validating the effectiveness of a cooperative learning strategy through direct observation. Journal of School Psychology, 27, 47-58.

WRITTEN BY SAM BLANCO, MSED, BCBA

Sam is an ABA provider for students ages 3-12 in NYC. Working in education for ten years with students with Autism Spectrum Disorders and other developmental delays, Sam has developed strategies for achieving a multitude of academic, behavior, and social goals. Sam is currently pursuing her PhD in Applied Behavior Analysis at Endicott College.

Photo courtesy of Books and Blogs by Cindy Andrews

Simplifying the Science: Teaching Hand-Raising to Children with Autism

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There are many concerns that come up when considering moving a child with autism to a general education setting. One is that the child with autism may not initiate interactions, which makes it less likely they’ll raise their hand to either ask or answer questions. Hand-raising is an important social behavior in the classroom setting as it facilitates learning as well as teacher-understanding of a child’s comprehension of the current topic. In the general education setting, there is much more group instruction than in the special education setting, which makes hand-raising all the more important. A study by Charania, LeBlanc, Sabanathan, Ktaech, Carr, & Gunby (2010) focuses on this skill, stating “Failure to raise a hand when one could answer means a missed opportunity for reinforcement or error correction, whereas raising a hand when one has no subsequent response to provide could be embarrassing or disruptive to ongoing instruction.”

The participants in the study were three boys with autism, ages 8, 9, and 10 who were preparing to transition from a center-based program to a general education setting and had substantial verbal repertoires as assessed by the VB-MAPP. The researchers recognized that often the boys would know the correct answer to a question posed by the teacher during a group activity, but would not raise their hands to respond. They addressed this by building three successive skills. The goal was to teach the boys to raise their hand when they did know the answer, and keep their hands down when they did not know the answer.

In the first task, the boys were placed together for group instruction. Each child was given an opaque bag with a different item in it. The instructor would ask “Who has the [item]?” The boy with that item would raise his hand. Once this skill was mastered, the second task was introduced. In this task, the instructor would tell one boy a “secret” word, while whispering a greeting to the other two boys. The instructor would then ask “Who knows the secret word?” The boy who heard the secret word would raise his hand. Finally, after mastering the second task, the final task would be introduced. Here, the task involved providing verbal responses to factual questions, such as “What animal has a tail and four legs?”

This successive teaching of skills is important to the acquisition of the target skill. In the first task, there was an auditory and a visual stimulus provided to elicit the target response of hand raising (the question and the object in the bag). In the second task, the visual stimulus was replaced with another auditory stimulus, making it two auditory stimuli (the question and the whispered secret word). Finally, the last task consisted of the auditory stimulus, the question itself. The final task emulated the stimulus that would naturally occur in the classroom to elicit hand-raising.

The authors note in their discussion that “The results suggest the importance of conducting both hand-up and hands-down learning trials to establish discriminated responding, rather than simply reinforcing hand raises on every question (i.e., excessive hand raising during hands-down trials might be just as problematic as a complete lack of hand raising).” The method of successive conditional discrimination can be useful for teaching both children who do not raise their hands when they should or who raise their hands when they shouldn’t. All three boys learned how to raise hands appropriately for each of the three tasks. And while there are many more skills related to hand-raising that the three participants would need to learn, the skills taught in this study are essential to promoting success in the general education environment.

WRITTEN BY SAM BLANCO, MSED, BCBA

Sam is an ABA provider for students ages 3-12 in NYC. Working in education for ten years with students with Autism Spectrum Disorders and other developmental delays, Sam has developed strategies for achieving a multitude of academic, behavior, and social goals. Sam is currently pursuing her PhD in Applied Behavior Analysis at Endicott College.

Pick of the Week: “Language Development Lessons for Early Childhood” Workbook

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Strengthen listening and speaking skills in your learner with this workbook by speech-language pathologist Jean Gilliam DeGaetano that contains 80 pages of reproducible Student and Instructor Worksheets. The worksheets cover 3 basic techniques – Yes or No Answers, Choosing Between Two Answers, and Completing Sentences. This week only, you can save 15%* on Language Development Lessons for Early Childhood by using our promo code LANG15 at check out!

The lessons in this workbook feature various scenarios along with corresponding questions that ask the listener to answer yes or no, choose between two answers, and complete descriptive statements read aloud by the instructor. All three techniques in this book are great for stimulating receptive and expressive language in young children.

Take 15%* off your order of Language Development Lessons for Early Childhood by applying promo code LANG15 at check out this week only!

*Offer is valid until 11:59pm EST on June 9th, 2015. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at check out!

Tip of the Week: Avoid Common Ethical Missteps in the Home Environment as a Behavior Analyst

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(Beaumont Health System)

Fortunately, we have the Behavior Analyst Certification Board (BACB) as a resource. You can see the BACB’s Professional and Ethical Compliance Code for Behavior Analysts here. While this code does not take effect until January 2016, it’s important to note that many states have adopted ABA Licensure, which provides for oversight of behavior analysts and implementation of this code, or the specific ethical code that state has adopted.

Keep all identifying information confidential. First, all records should be kept in a locked filing cabinet, (not in a binder inside a tote bag or in the trunk of your car.) Furthermore, while it may be tempting at times, no photos or videos of students should be kept on cellphones or computers, or shared on social media accounts. And while you may have funny stories or great improvements you want to share with friends or loved ones, you should not share, the names, ages, or other identifying information of your students.

Only accept cases for which you have the necessary training and experience. This one can be tricky, especially if you are in a location in which there are few behavior analysts or you’ve been recommended to a parent and they are pushing for you to work with their child. However, it is very important that you follow this guideline. For example, if a child is engaging in self-injurious behavior (SIB) and you’ve never intervened with SIB, you should not take the case. Instead, you should make a referral to a behavior analyst who has the appropriate training and experience. If you are the only behavior analyst available, you should seek out the appropriate training and seek guidance from someone who does have the appropriate experience. This is more possible today with the advent and ease of video-chatting.

Don’t accept gifts or give gifts. As described below, it’s better to express this rule to parents at the beginning of your relationship, rather than when they’re handing you a gift certificate to your favorite coffee shop. While parents want to show appreciation and care for you, gift giving on either end blurs the line between professional relationship and friendship. Which brings us to our next point…

Maintain a professional relationship. This can be challenging when you’re working in the home environment, especially when you’re working in the home daily for one, two, or more years. But it’s important that you relate to the family as a professional with an expertise in behavior analysis. This means that you should not be joining the family for meals, birthday parties, or other events. It also means that information about your private life should not be provided (such as who you’re dating, any personal problems, etc.) and you are not a counselor/therapist for personal problems in the life of the family.

Provide effective treatment. This may seem like a no-brainer, but it can be quite easy to begin using a treatment that was recommended by another professional, only to discover that there is no scientific evidence proving its effectiveness. If you ever have a question about whether or not an autism-treatment is evidence-based, you should take a look at the Association for Science in Autism Treatment. You should also look at the research regarding interventions for specific behaviors in resources such as Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, or Behavior Analysis in Practice.

Set expectations from the very beginning of your relationship. Some of these missteps can be more difficult if you don’t provide information about what you are allowed or not allowed to do. A simple contract can be given to parents or caregivers at the beginning of the teaching relationship. In their book Ethics for Behavior Analysts: 2nd Expanded Edition, Bailey & Burch provide an excellent sample contract that can be modified for your use. (It’s worth noting that this book is a must-have for any behavior analyst. It contains explanations for each ethical guideline and case studies in an easy-to-read style.) Making it clear that you have professional guidelines to follow from the outset of your relationship is the most effective step you can take towards maintaining an ethical, professional relationship for the duration.

WRITTEN BY SAM BLANCO, MSED, BCBA

Sam is an ABA provider for students ages 3-12 in NYC. Working in education for ten years with students with Autism Spectrum Disorders and other developmental delays, Sam has developed strategies for achieving a multitude of academic, behavior, and social goals. Sam is currently pursuing her PhD in Applied Behavior Analysis at Endicott College.

Simplifying the Science: Teaching Siblings About Behavior

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When I first came across this study, Behavioral Training for Siblings of Autistic Children, I was immediately hesitant. There’s something about the idea of sibling-as-therapist that makes me cringe a little bit. When I work with the families of children with autism, the hope is that the siblings of the child with autism still have a childhood without being pushed into the role of caregiver. And I also want the child with autism to have independence and feel like an individual who is heard, which may be more challenging if their siblings are issuing demands just as a parent or teacher would. But as I read the study, I realized that the work they completed had incredible social significance.

Siblings Playing Together BlogIn the study, there were three pairs of siblings. The ages of the children with autism ranged from 5 years old to 8 years old. The ages of the siblings ranged from 8 years old to 13 years old. The researchers trained each sibling of a child with autism how to teach basic skills, such as discriminating between different coins, identifying common objects, and spelling short words. As part of this training, the researchers showed videos of one-on-one sessions in which these skills were taught, utilizing techniques such as reinforcement, shaping, and chaining. What the researchers did next was the part that really stood out to me: they discussed with the siblings how to use these techniques in other environments. Finally, the researchers observed the sibling working with their brother/sister with autism and provided coaching on the techniques.

It should be noted here that the goal of the study was not to have the siblings become the teacher of basic skills. Instead, it was to provide a foundation of skills in behavioral techniques for the sibling to use in other settings with the hope of overall improvement in the behaviors of the child with autism. The researchers demonstrated that, after training, the siblings were able to effectively use prompts, reinforcement, and discrete trials to effectively teach new skills. But, perhaps the most meaningful aspects of the study were the changes reported by both siblings and parents. The researchers provide a table showing comments about the sibling with autism before and after the training. One of the most striking comments after the training was, “He gets along better if I know how to ask him” (p. 136). Parents reported that they were pleased with the results and found the training beneficial.

This study provides excellent evidence that structured training for siblings has real potential for making life a little easier for the whole family. The idea isn’t that they become the therapist, but instead that knowledge truly is power.

References

Schriebman, L., O’Neill, R.E. & Koegel, R.L. (1983). Behavioral training for siblings of autistic children. Journal of Applied Behavior Analysis. 16(2), 129-138.

WRITTEN BY SAM BLANCO, MSED, BCBA

Sam is an ABA provider for students ages 3-12 in NYC. Working in education for ten years with students with Autism Spectrum Disorders and other developmental delays, Sam has developed strategies for achieving a multitude of academic, behavior, and social goals. Sam is currently pursuing her PhD in Applied Behavior Analysis at Endicott College.