Differential Reinforcement Techniques

Reinforcement is the main contributing factor in operant conditioning. There is more than one way to go about establishing reinforcement, if a delay occurs between the response and the reinforcement the response may not become strengthened. It is likely that if the reinforcement occurs immediately after the response that there will be a definite strengthening of the response. Continuous reinforcement is when reinforcement occurs at every instance of the desired response. Intermittent reinforcement occurs when a response is reinforced some of the time. The different schedules of reinforcement influence patterns of response. Intermittent schedules offer greater resistance to extinction than continuous schedules.

Keeping in mind that identifying the variables that maintain problem behavior (reinforcement) is more affective for treatment selection (Mevers, Fisher, Kelley, and Fredrick, 2014), one common treatment for problem behavior is Noncontingent reinforcement. (Carr, Severston, & Lepper, 2009). NCR is used in combination with extinction for problem behavior and involves dense schedules of reinforcement that are decreased gradually (as cited in; Phillips, Iannaccone, Rooker, and Hagopian, 2017). The problem behavior may be replaced by an alternative behavior already existing in the individual repertoire, during NCR (Virues-Ortega, Iwata, Fahmie, and Harper, 2013). The American Psychological Association’s Division 12 criteria for empirically supported treatments established NCR and extinctions as an effective treatment for problem behavior (Chambless & Hollon, 1998). When the schedules of NCR are dense there is a reduction of the Motivating operation (MO) for problem behavior (as cited in; Phillips, Iannaccone, Rooker, and Hagopian, 2017). NCR is more effective when the same reinforcement maintaining the behavior (functional reinforcement) is used in the contingency instead of an alternative reinforcement (as cited in Phillips,iannaccone, Rooker, & Hagopian, 2017). Thus, the same reinforcement responsible for maintaining problem behavior should be used in an NCR contingency (Vollmer et al. 1993). In a study by Phillips, Iannaccone, Rooker, & Hagopian (2017), Non-contingent

Martin, a behavior analyst, is working with Sara, a 14-year-old girl with severe developmental delays who exhibits self-injurious behavior (SIB). The self-injurious behaviors included pulling her hair, biting her arm and banging her head against the wall. After conducting a functional analysis, Martin decided to employ an intervention program consisting of differential reinforcement of other (DRO) desired behavior. Martin collected data on Sara's SIB before and during the intervention. Below is a depiction of the data that Martin collected:

The Applied Behavioral Analysis model, or (ABA) as it is commonly referred to, has been in practice for many years, touching the lives of many people of all ages, backgrounds, and degrees of the Autism spectrum. As with anything, there is a considerable amount of misinformation projecting a negative view of ABA. These views have questioned the protocol, application, and necessity of the ABA. The following is some information and facts to hopefully make clear what ABA not only does, but what it stands for as a therapy that will continue to help those in need.

The No Child Left Behind and the Individuals with Disabilities Education Act entail that students with disabilities or special needs to be open to the overall education and determine the progress of the child. Three unsurpassed practice strategies for supporting young children on the autism spectrum (including Asperger's Syndrome) in an early learning environment. The first strategy is reinforcement. Reinforcement is a critical strategy of evolving and maintaining the enthusiasm of this type of student. A teacher must use objective or actions that the students would like or enjoy that can be obtainable behavior. In my field experience observed I have seen the Pre-K teacher use the computer and smartboard to interact with the class as well

In a wide-ranging study, Gresham, Beebe-Frankenberger & MacMillan (1999) reviewed and critiqued several of the most cited treatment programs for children with autism, including Applied Behavioural Analysis (ABA). In essence, they concluded that there was no one flawlessly reliable treatment protocol for autism. However, they found that virtually all programs reviewed, showed some degree of developmental gain in each of its participants. Particularly when it came to measurable IQ gain. With direct reference to the Applied Behavioural Analysis approach, it would appear that there is not sufficient evidence to promote it as being a superior or universal treatment program for all children with

Operant behavior may eventually fade off and possibly even stop if reinforcement is discontinued. This is an important concept to the clinical side of behavior because the problem behavior will eventually decrease in frequency, duration, and intensity. It is important for individuals running extinction to know that the process of the extinction of a problem behavior may have side effects which include the response burst, the response variation, aggression, emotional behavior, and spontaneous recovery (Vollmer & Athens, 2011).

Pivotal response treatment (PRT) is a form of naturalistic behavioral intervention based on the principles of applied behavior analysis, which assumes that children’s impairments can be improved with environmental manipulations such as reinforcement, consequences, and extinction (Koegel, Koegel, & Carter, 1999; Stahmer, Suhrheinrich, Reed, Bolduc, & Schreibman, 2010). Pivotal response treatment (PRT) is one of the few interventions used in the treatment of children with a diagnosis of autism spectrum disorder (ASD) that is both comprehensive, as listed by the National Research Council of the National Academy of Sciences, and empirically supported. It is also recognized by the National Professional Development Center on Autism Spectrum Disorders

Autism Spectrum Disorder is characterized by persistent deficits in social communication and social interaction along with a tendency to engage in repetitive behaviors. (Adak & Halder 2017) (Fletcher-Watson & McConachie 2017) Research has indicated that the earlier that the child receives a diagnoses and an early intervention plan the better their communication skills are leading into school age. (Beaudet 2012) Early intervention therapies target specific goals such as overall function, reducing particular behavioral difficulties, and facilitating communication for a child with Autism Spectrum Disorder. (Fletcher-Watson & McConachie 2017) (Rose et al., 2016) Applied Behavior Analysis (ABA) is currently most acknowledged form of early

The hallmarks of autism spectrum disorder (ASD) involve marked deficits in social interaction as well as engagement in repetitive behaviors and language difficulties (Leblanc, Richardson, & Warnie, 2005). Although autism can have a profound impact on the capabilities and functioning of the individual, emerging research indicates that applied behavioral analysis (ABA) can be an effective tool for addressing many of the deficits that children with ASD face (Boutot & Myles, 2016). In fact, emerging research indicates that when ABA is utilized for the treatment of young children with ASD many of the challenges faced by this group can be ameliorated (Boutot & Myles, 2016). With these issues in mind the current investigation considers the seven elements of ABA identified by Baer, Wolf, and Risley (1968) in their seminal article on applied behavioral analysis and their application to individuals with ASD. Through a critical review of the seven elements of ABA in relation to ASD it will be possible to illustrate how this approach can be effective for improving outcomes for individuals diagnosed with autism.

Applied behavior analysis (ABA) focuses on scientific approaches to change behavior based on various utilizations of learning principles. Mainly, it’s used in different settings such as homes, schools, workplaces, hospitals, etc.… It can be applied in therapy to handle numerous mental health issues in addition to learning complications, especially with those diagnosed with autism. Most clients in ABA therapy are young, in which they’re in the process of improving social skills and learning behavior. As previously mentioned, ABA is known to be scientific provided that it involves a methodical process of collecting results on targeted behaviors that need to be altered or reinforced. For instance, a Board Certified Behavior Analyst (BCBA) has to implement a program and gradually monitor to assess its effectiveness. The information collected, including baseline data can be measured to determine if there was a positive or negative change in behavior. Therefore, the analyst can decide ways to increase or decrease behavioral occurrence.

Waters and Lerman (2009), claim that only utilizing visual schedules does not reduce challenging behaviors. They discuss the significance of pairing visual schedules with extinction as well as differential reinforcement of other behavior (DRO) to diminish transition-related behavioral problems. This particular study involved two six-year old students diagnosed with Autism who were provided with two to three sessions each day for three to four days per week. In these sessions, each student underwent three different transitions with a therapist. Both students were provided a verbal prompt and visual schedule (representing current and upcoming activities and/or tasks) in the first transition. In the second transition, extinction and DRO were utilized. The therapist used a three-step promoting procedure and provided the students a reward (candy) if they transitioned between activities without exhibiting challenging behaviors. In the last transition, extinction, DRO, and visual schedules were implemented. The result of the study demonstrated that extinction, DRO, and visual schedules should be used in unison to diminish challenging behaviors because visual schedules alone do not decrease

Differential Reinforcement is defined to occur when behavior is reinforced by being either rewarded or punished while interacting with others (Siegel, 2003). With this said, the theory was developed as a way of labeling both positive, as well as negative aspects of individual action. This idea of reinforcement is a branch of the infamous Differential Association theory presented by Edwin H. Sutherland in 1939. Another commonly used term for this theory of reinforcement is called differential conditioning (Siegel, 2003). As mentioned, the types of reinforcement are either positive or negative, and operate on the results of specific crimes or random acts. Rewarding behaviors plainly urges such action to be repeated, while punishment

The visual representation above displays an intervention procedure used to decrease Tommy's throwing behavior by implementing extinction and differential reinforcement of alternative behavior (DRA). Baseline data was recorded for five consecutive days before the intervention phase was implemented. The baseline data shows a high level in frequency of throwing behavior. Once baseline was stable, the intervention phase was implemented and recorded for ten consecutive days. Extinction and DRA were implemented as part of the intervention procedure. The data path during intervention displayed a decreasing trend with low variability. The use of a A-B design can have a disadvantage as it does not establish a functional relation that confirms

The intervention that I have decided to implement for Matt is a differential reinforcement of incompatible behavior paired with a visual schedule, timer and sensory tools. I arrived at this intervention because applying differential reinforcement of incompatible behavior, “reinforces a behavior that cannot occur simultaneously with the problem behavior and withholds reinforcement following the instances of the problem behavior”, this helps to ensure that the alternative behavior increases and the problem behavior decreases (Cooper, Heron, & Heward, p. 471). The visual schedule will consisted of a laminated first, then schedule with Velcro pictures. I have prepared visuals for various activities that take place throughout the school day. In addition to the schedule a timer will also be implemented to help Matt keep track of the amount of time he is on task for. The timer has a clock face and a red space which represents the amount of minutes remaining.