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Doing Response Cost the Right Way!
Shereen Naser, M.S. Stephanie Grant, M.A.
Tulane University Louisiana State University
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http://www.hdc.lsuhsc.edu/tiers/index.php
@SPEDdata
TIERS – Teams Intervening Early to Reach All Students
SPEDdata
TIERS
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http://www.hdc.lsuhsc.edu/laspic/index.html
Understand Behavioral Principles
Understand Reinforcers
Understand The Response-cost
Model
Be Able To Apply A Response-cost
Model To Three Tiers Of
Intervention
Behavior Is The Number One Struggle That Teachers Report In The School
Setting (Perfect & Morris, 2008)
More Than Five Whole Weeks of School Are Wasted Each Year Because of Bad
Behavior (Coughlan, 2009).
It’s All About
Positive
Behavior
Support!
Reinforcer Menu
1. 10 Minutes
Computer
Time
2. Treasure
Box
3. Extra
Recess
4. Free
Homework
Pass
5. Snack
Tokens ReinforcersClearly
Defined
Behavior
Exhibited
Reinforcer Menu
1. 10 Minutes
Computer
Time
2. Treasure
Box
3. Extra
Recess
4. Free
Homework
Pass
5. Snack
Tokens ReinforcersClearly
Defined
Behavior
Exhibited
Wanted
Easy to Obtain
Easy to Be
Consistent
• Reactive Not
Rational
• Unclear
Expectations
• Denies Dignity of
Child
When Tokens Do Work
Feedback About Student Behavior
Reminder of Appropriate Behavior
Provides Opportunities to “Make a Mistake”
Specific
Measurable
Observable
Repeatable
“Dead Man” Rule
Unclear Clear
Be Good Stay In Seat
Work Hard Complete Assignments
Don’t Hit Keep Hands And Feet To
Self
Be Nice Use Kind Words
Stay Quiet Raise Your Hand Before
Speaking
Response Cost
Stay in seat Get Out Of Seat Without
Asking Permission
Complete Assignment Incomplete Assignment At
The End Of The Period
Keep hands and feet to
self
Hit Or Kick Others
Use kind words Use Mean Words
Raise your hand before
speaking
Blurting Out Answers
Without Raising Hand
Collateral Effects Create Efficiency
Increase in Self-esteem with Greater Success
Increase in Academic Performance
Can be Used at All Three
Tiers of Support!
Introduce Student(s) to the “Game”
Define Target Behaviors with Students
Identify Potential Reinforcers
Prep Students for “Game”
Implementing Response Cost for All
Students Receive Tokens Or Tickets
Each Instance Of Misbehavior
Removes A Token Or Ticket
Tokens Left At The End Of The Day
Are Placed Into A Lottery
Mystery Motivator
• A Mystery Prize In A
Sealed Envelope
• Students Don’t Know
Exactly What They’re
Working For
Marble Jar
• Students/Class May Earn A Marble Or Lose A Marble
• Be Sure To Choose A Behavior That Is A Class-wide Concern
• Students Placed Into Groups
• Be Sure to Place Target Students in Different Groups
• Students May Earn A Token Or Lose A Token For Their Groups Depending On Their Behavior
Rubber Bands Can Be Used As An Alternative
Target Individual Student
Target 1 Specific Behavior
Provide Smileys Or Token
Students May Lose Or Gain Tokens
Earns A Preferred Reward By Having A Certain Number Of Tokens At The End Of The Period
• Collect Baseline
Data
• Progress Monitor
• Make Decisions
Compliance Recording
Sheets
Frequency Counts
Interval Recording
3 Data Points
Representativeness
Goal Setting
0
2
4
6
8
10
12
1 2 3
Nu
mb
er
of
Ca
ll O
uts
Days
SC's Baseline Frequency of Call Outs
0
2
4
6
8
10
12
1 2 3
Nu
mb
er
of
Call O
uts
Days
SC's Baseline Frequency of Call Outs
Call Outs
Goal
0
2
4
6
8
10
12
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Nu
mb
er
of
Call O
uts
Days
SC's Frequency of Call Outs
Call Outs
Goal
0
2
4
6
8
10
12
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Nu
mb
er
of
Call O
uts
Days
SC's Frequency of Call Outs
Call Outs
Goal
Satiation
Frustration
Inconsistent Use
Treatment Integrity
Anger vs. Evidence
Define Target Student(s)
Define the Behavior
Identify Reinforcers
Set Up A Contingency
Follow Through!
Step 1: Set Up Your Token Economy System
Step 2: Choose the Behaviors to Target
Step 3: Teach Your Student
Look at data throughout!
Tier 1- Response Cost Lottery
Tier 2: Group Contingencies
Tier 3: Individual Goals
Stephanie Grant
Shereen Naser
Jennifer Maynard, TIERS [email protected]
Holly Paczak, [email protected]
Teacher “Coach” Card: Marble Jar Intervention:
You Do:
1.) Remind Students Of Their Goal And Target Behavior
2.) Place A Marble In The Jar For Each Instance Of
Appropriate Behavior
3.) Remove A Marble For Each Instance Of Problem
Behavior
4.) Provide Reward When Jar Is Full
Treatment Integrity Checklist: Initial Each Time You Complete Intervention Component
Monday Tuesday Wednesday Thursday Friday 1.) Remind Students of Behavior Goal
2.) Place Marble In Jar For Appropriate Behavior
3.) Remove Marble From Jar For Problem Behavior
4.) Provide Reward When Jar Is Full
Teacher “Coach” Card: Response Cost Lottery Intervention:
You Do:
1.) Remind Students Of Their Goal And Target Behavior 2.) Provide Tokens For Each Student Each Day
3.) Remove A Token For Each Instance Of Problem Behavior
4.) Provide Preferred Reinforcer If Goal Is Met
Treatment Integrity Checklist: Initial Each Time You Complete Intervention Component
Monday Tuesday Wednesday Thursday Friday 1.) Remind Student of Behavior Goal
2.) Provide Each Student With Tokens
3.) Remove A Token Each Time The Student Exhibits The Problem Behavior
4.) Provide Reinforcement If Goal Is Met
Teacher “Coach” Card: Tier 2 Response Cost Group Contingencies Intervention:
You Do:
1.) Place Students Into Groups, Separating Target Students 2.) Remind Students Of Their Goal And Target Behavior
3.) Calmly Remove Or Mark Off A Token For Each Instance Of Misbehavior 4.) Provide Reward To Winning Team(s)
Treatment Integrity Checklist: Initial Each Time You Complete Intervention Component
Monday Tuesday Wednesday Thursday Friday 1.) Place Students Into Groups, Separating Target Students
2.) Remind Students Of Their Goal And Target Behavior
3.) Calmly Remove Token Or Mark Off For Misbehavior
4.) Provide Reward To Winning Team(s)
Teacher “Coach” Card: Individualized Response Cost Intervention:
You Do:
1.) Remind Student Of Their Goal And Target Behavior 2.) Provide Student With Tokens Or Smiley Sheet
3.) Calmly Remove Or Mark Off A Token For Each Instance Of Misbehavior
4.) Provide Reward If Students Meets Goal
Treatment Integrity Checklist:
Initial Each Time You Complete Intervention Component
Monday Tuesday Wednesday Thursday Friday 1.) Remind Student Of Goal And Target Behavior
2.) Provide Tokens Or Behavior Sheet
3.) Calmly Remove Token Or Smiley For Misbehavior
4.) Provide Reward If Goal Is Met
