APPLIED

BEHAVIOR
ANALYSIS IN
CLASSROOM

Week 9

2019
 Behavior Modification

Systematic application of learning

principles and techniques to assess and
improve individuals covert and overt
behaviors in order to help them function
more fully in society

• Behavior Modification: Negative

connotations and often misunderstood
 ABA in a Classroom setting
Now known as Applied Behavioral analysis

Specify the behavior to be changed

Plan a specific intervention using antecedents & consequences

Keep track of changes/result and modify plan if necessary

 What Is Applied Behavior
Analysis??
Applied behavior analysis involves applying the
principles of operant conditioning to change human
behavior

Two uses of applied behavior analysis are especially

important in education:

• Increasing desirable behaviors and

• Decreasing undesirable behavior
INCREASING DESIRABLE BEHAVIORS

Six operant conditioning strategies can be

used to increase a child’s desirable behaviors:

5.Use
1. Choose 3.Select
2. Make negative 6. Use
the best
effective reinforces 4. Consider reinforcem prompts
schedule of
reinforcer contingent contracting ent and
reinforcem
s and timely effectively shaping
ent
and
 Choose effective reinforcers

Not all reinforcers are the same for every child

Teachers should find out what reinforcers work best with which
children—that is, individualize the use of particular reinforcers
• For one student it might be praise, for another it might
be getting to spend more time participating in a
favorite activity, for another it might involve being a
hall monitor for a week, and for yet another it could be
getting to surf the Internet.

Primary and secondary reinforcers

 Choose effective reinforcers
Premack principle states that a high-probability
activity can serve as a reinforcer for a low
probability activity
The Premack principle is at work
when an elementary school
The Premack principle also can
teacher tells a child, “When you
be used with the entire class. A
complete your writing
teacher might tell the class, “If
assignment, you can play a game
all of the class gets their
on the computer” (but only
homework done by Friday, we
effective if playing games on a
will take a field trip next week.”
computer is more desirable for
the student than writing).
Make Reinforcers Contingent and
Timely
For a reinforcer to be effective, the teacher must give it only after
the child performs the particular behavior.
Example: Tony  ten math's problems than can go out to play”.

Reinforcers are more effective when they are given in a timely

way, as soon as possible after the child performs the target
behavior.

This helps children see the contingency connection between the

reward and their behavior.
Select the Best Schedule of Reinforcement

Skinner (1957)
developed the
concept of
Schedules of
Reinforcement,

The four main

schedules of
reinforcement
are;

Fixed-Internal, Variable-
Fixed-ratio, Variable-ratio,
and internal
Fixed-
ratio a behavior is reinforced after a
schedule set number of responses.

Variable- a behavior is reinforced after an

ratio
average number of times, but on an
schedule
unpredictable basis.
Fixed-internal schedule
• the first appropriate response after a
fixed amount of time is reinforced.
Variable-internal schedule
• a response is reinforcement after a
variable amount of time has elapsed.
 Consider Contracting:
– Putting reinforcement contingencies in
writing.
– If problem arises and children don't
uphold their end of the agreement the
teacher can refer to the contract.
– Applied behavior analysis suggest that a
classroom contract should be the result of
input from both the teacher and the
student.
– A teacher and child might agree on a
contract that states the child agrees to be
a good citizen.
 Prompting
– A prompt is an added stimulus
or cue that is given just before a
responses that increase the like
hood that the responses will
occur.
– Prompt help get behavior going.
– Once the students consistently
show the correct response, the
prompt are faded gradually
 Prompts

A reading An art teacher

teacher who who places the
holds up a card label
with the letters “Watercolors” on
w-e-r-e and says, one group of
“Not was, but . . paints and “Oils”
.” is using a on another also
verbal prompt. is using prompts.
 Prompts

Hierarchy of Types of
prompting prompting:

• Least-to-most
prompting
Verbal Gestural Modeling Physical
• Most-to-least- prompts prompts prompts prompts
prompting
 Shaping
When teachers use prompts, they assume that
students can perform the desired behaviors. But
sometimes students do not have the ability to
perform them.

In this case, shaping is required

Shaping involves teaching new behaviors by reinforcing successive

approximations to a specified target behavior. Initially, you reinforce
any response that in some way resembles the target behavior.
Subsequently, you reinforce a response that more closely resembles
the target, and so on until the student performs the target behavior,
and then you reinforce it
 Shaping

Suppose you have a student who has never completed

even 50 percent of her math assignments. You set the
target behavior at 100 percent, but you reinforce her for
successive approximations to the target. You initially
might provide a reinforcer (some type of privilege, for
example) when she completes 60 percent, then the
next time only when she completes 70 percent, then
80, then 90, and finally 100 percent
Use Negative Reinforcement
Effectively

A teacher who says, “Thomas, you have

to stay in your seat and finish writing your
story before you join the other students
in making a poster,” is using negative
reinforcement. The negative condition of
being left in his seat while the other
children are doing something enjoyable
will be removed if Thomas finishes the
story he should have completed earlier
 Use Negative Reinforcement
Effectively

Using negative
reinforcement has
some drawbacks.

Sometimes when teachers try to use this

behavioral strategy, children throw a tantrum,
run out of the room, or destroy materials. These
negative outcomes happen most often when
children don’t have the skills or capabilities to
do what the teacher asks of them.
DECREASING UNDESIRABLE
BEHAVIORS

1. Use differential reinforcement.

2. Terminate reinforcement (extinction).

3. Remove desirable stimuli.

4. Present aversive stimuli (punishment).

 Use differential reinforcement

In differential reinforcement, the teacher

reinforces behavior that is more desired
and different than what the child is doing
For example, the teacher might reinforce a child for doing
learning activities on a computer rather than playing games
with it, for being courteous rather than interrupting, for
being seated rather than running around the classroom, or
for doing homework on time rather than late.
Use differential reinforcement

Differential Reinforcement of Alternate behavior DRA

Differential Reinforcement of Incompatible behavior DRI

Differential Reinforcement of Zero rate of behavior DRO

Differential Reinforcement of Lower rates of behavior

DRL
 Differential Reinforcement
of Other Behaviors (DRO)

Differential Reinforcement of Other Behaviors (DRO) – Also

known as omission training procedures – an instrumental
conditioning procedure in which a positive reinforcement is
periodically delivered only if the participant does something
other than the target response.
• Example: Julie pulls strands of hair out of her head when
she is completing independent work. Her teacher decides
to use DRO in order to reinforce the absence of pulling her
hair. Using this procedure, the teacher sets a timer for three
minutes on Julie's desk. If Julie does not pull her hair for the
entire three minutes then she is reinforced. If Julie does
pull her hair, she is not reinforced and the timer is reset.
Differential Reinforcement of
Alternate Behaviors (DRA)

Differential Reinforcement of Alternate Behaviors (DRA) –

is the reinforcement of behaviors which serve as
alternatives to problem or inappropriate behavior,
especially alternative means of communication.
• Example: Sarah engages in shouting out behavior after
her teacher poses a question to the class. Her teacher
decides to use a DRA procedure in which Sarah is only
reinforced (ex. called on) for raising her hand to answer
a question. This behavior is an alternative to shouting
out, but is not incompatible as both the problem
behavior and the alternative can occur at the same
time. However, raising her hand is a more socially
acceptable alternative.
Differential Reinforcement of
Incompatible Behaviors (DRI)

Differential Reinforcement of Incompatible Behaviors (DRI) –

is the reinforcement of behaviors which are incompatible
with problem or inappropriate behaviors that are behaviors
which the child cannot be doing simultaneously.
• Example: Kevin engages in out of seat behavior so his
teacher decides to implement a DRI procedure. She
decides to reinforce a behavior that is incompatible with
out of seat behavior. Sitting in his seat is chosen as the
incompatible behavior because it cannot occur at the same
time as out of seat behavior. Kevin only receives
reinforcement (ex. token) for sitting in his seat while
reinforcement is withheld when Kevin is out of his seat.
Differential Reinforcement of
Lesser Rates of Behavior (DRL)

Differential Reinforcement of Lesser Rates of Behavior

(DRL) – is the reinforcing of periods of time in which the
child exhibits the behavior at a predetermined lesser rate.
• Example: James uses socially appropriate behavior to
greet peers but does so up to ten times in one class
period. His teacher decides to use DRL to lower the rate
of his behavior but she does not want to eliminate it
completely. She decides to deliver reinforcement (ex.
computer time) to James if he greets peers five or fewer
times during the class period. If he greets peers more
than five times, he does not receive reinforcement.
 Token Economy

A token economy is a form of behavior modification

designed to increase desirable behavior and decrease
undesirable behavior with the use of tokens.

Individuals receive tokens immediately after displaying

desirable behavior. The tokens are collected and later
exchanged for a meaningful object or privilege
 Components of Token
Economy

Tokens
Tokens have no value
of their own. They are
collected and later
When an individual
exchanged for
Anything that is Tokens should Commonly used displays desirable
meaningful objects,
visible and countable preferably be items include poker behavior, he or she is
privileges or
can be used as a attractive, easy to chips, stickers, point immediately given a
activities. Individuals
token. carry and dispense. tallies. designated number of
can also lose tokens
tokens.
(response cost) for
displaying
undesirable behavior.
 Components of Token
Economy

A clearly defined target behavior

• Individuals participating in a token economy
need to know exactly what they must do in
order to receive tokens.
• Desirable and undesirable behavior is
explained ahead of time in simple, specific
terms. The number of tokens awarded or lost
for each particular behavior is also specified.
Components of Token
Economy

Back-up reinforcers

• Back-up reinforcers are the meaningful objects, privileges, or

activities that individuals receive in exchange for their tokens.
• Examples include food items, toys, extra free time, or
outings.
• The success of a token economy depends on the appeal of
the back-up reinforcers. Individuals will only be motivated to
earn tokens if they anticipate the future reward represented
by the tokens.
• A well-designed token economy will use back-up reinforcers
chosen by individuals in treatment rather than by staff.
 Components of Token
Economy
A system for exchanging tokens

• A time and place for purchasing back-up reinforcers is

necessary.
• The token value of each back-up reinforcer is pre-determined
based on monetary value, demand, or therapeutic value.
• For example, if the reinforcer is expensive or highly attractive,
the token value should be higher. If possession of or
participation in the reinforcer would aid in the individual's
acquisition of skills, the token value should be lower.
• If the token value is set too low, individuals will be less
motivated to earn tokens. Conversely, if the value is set too
high, individuals may become easily discouraged. It is important
that each individual can earn at least some tokens.
 Terminate Reinforcement
(Extinction)

The strategy of terminating reinforcement involves

withdrawing positive reinforcement from a child’s
inappropriate behavior
Many inappropriate behaviors are inadvertently
maintained by positive reinforcement, especially the
teacher’s attention

Applied behavior analysts point out that this can occur

even when the teacher gives attention to an
inappropriate behavior by criticizing, threatening, or
yelling at the student
 Remove Desirable Stimuli
A third option is to remove desirable stimuli from the student. Two strategies
for accomplishing this are time-out and response cost

Time-Out: The most widely used strategy for removing desirable stimuli is
time-out, in which the student is taken away from positive reinforcement

Response Cost: A second strategy for removing desirable stimuli involves

response cost, which refers to taking a positive reinforcer away from a
student, as when the student loses certain privileges.
• For example, after a student misbehaves, the teacher might take away 10 minutes of recess time
or the privilege of being a class monitor. Response cost typically involves some type of penalty or
fine.

As with time-out, response cost should always be used in conjunction with

strategies for increasing the student’s positive behaviors.
 Present aversive stimuli
(punishment)
All too often, though,
aversive stimuli are
The most common not effective
types of aversive punishments in that
stimuli that teachers they do not decrease
use are verbal the unwanted
reprimands behavior and indeed
sometimes increase
the unwanted
behavior over time
 Punishment
Numerous problems are associated with using aversive stimuli,
physical or otherwise, as intended punishment
• Especially when you use intense punishment such as yelling or
screaming, you are presenting students with an out-of-control
model for handling stressful situations
• Punishment can instill fear, rage, or avoidance in students
• When students are punished, they might become so aroused
and anxious that they can’t concentrate clearly on their work
for a long time after the punishment has been given
• Punishment tells students what not to do rather than what to
do
• What is intended as punishment can turn out to be reinforcing
• Punishment can be abusive