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2/25/17
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THE POWER OF REINFORCEMENT:
FOUNDATIONS OF ZIGGURAT
ASD Network 2017 Younes Convention Center, Kearney NE
Presented by: Amber Wicherski
Chad NicholsLori Chatfield
March 30th and 31st, 2017
OBJECTIVES
• Participants will learn about the reinforcement level of the Ziggurat• Participants will learn about different
types of reinforcement• Participants will see examples of various
visual reinforcement strategies
ASD Network 2017 Younes Convention Center, Kearney NE
COMPONENTS OF THE ZIGGURAT MODEL
©2008 Ruth Aspy, Ph.D., & Barry G. Grossman, Ph.D.
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MANY TIMES, THE LEVELS OVERLAP!
1.
2.3.
REINFORCEMENTDefinition of Reinforcement
A reinforcer is something that increases the likelihood of a behavior
• Reinforcement increases desired and undesired behaviors; therefore, if a negative behavior increases, the reinforcers must be identified
• Reinforcement is not effective without meaningful reinforcers delivered in an effective manner
©2008 Ruth Aspy, Ph.D., & Barry G. Grossman, Ph.D The Ziggurat Model book, page 180
TYPES OF REINFORCEMENT
“When developing a reinforcement system, one important consideration is determining when to provide a reinforcer”
There are different schedules of reinforcement.Continuous schedule is where the reinforcer is provided every time a behavior occurs.Intermittent schedule is where the reinforcer is based on either a certain number of responses or a duration of time.
©2008 Ruth Aspy, Ph.D., & Barry G. Grossman, Ph.DThe Ziggurat Model book, page 182
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SCHEDULE OF INTERMITTENT REINFORCEMENT
• Intermittent: only some behaviors receive reinforcement
©2008 Ruth Aspy, Ph.D., & Barry G. Grossman, Ph.D The Ziggurat Model book, page 182
Ratio:Reinforce after a
number of behaviors
Fixed Ratio:Reinforce after
specified number
Variable Ratio:Number of required
responses varies
Interval:Reinforce after a
period of time
Fixed Interval: Specify amount of time before
reinforcing
Variable Interval:The amount of required time
varies
GUIDELINES FOR REINFORCEMENT
1. Make certain that reinforcement is contingent on appropriate behaviors.
2. Pair activity or material reinforcers with social reinforcement.
3. When possible, take advantage of natural reinforcers to increase desired behavior.
4. Use a preferred activity to reinforce one that is less preferred.
5. Keep in mind that the value of a reinforcer may change over time.
©2008 Ruth Aspy, Ph.D., & Barry G. Grossman, Ph.DThe Ziggurat Model book, page 183-184
TYPES OF REINFORCEMENT
• Primary Reinforcers (innately desirable such as food and water)
• Activity Reinforcers (computer time, iPad time, etc)• Social Reinforcers (praise, hug, time with peer or adult)• Material Reinforcers (toys, games, trinkets, etc)• Generalized/Token Systems (points, play money, gold stars,
stickers, marbles in a jar, poker chips, tickets/coupons)• Sensory Reinforcers (rocking, trampoline, crunchy food,
pinwheels, etc)• Visual Reinforcement Systems (“I am working for” cards)
©2008 Ruth Aspy, Ph.D., & Barry G. Grossman, Ph.DThe Ziggurat Model book, page 180
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REINFORCEMENT• Although individuals with Autism and Asperger Syndrome
appear to have low motivation, the truth is that they often have a different type of motivation (Baker, 2000; Dunlap, 1995).
• Until staff and parents find out what the motivator is, it is difficult to prompt the individual to complete work and related tasks.
• Use Visual Schedules of Reinforcement to show them what the reinforcement is for completing an activity or a task appropriately.
Borrowed from ASD Network presentation
POWER OF REINFORCEMENT FOR STUDENTS WITH AUTISM
Special Interests Tangibles Social
Borrowed from Ruth Aspy and Barry Grossman
BRAIN ACTIVITY ASSOCIATED WITH SOCIAL
REINFORCEMENT
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PAIRING = REWIRING
Special Interest
Social
Borrowed from Ruth Aspy and Barry Grossman
PAIR SPECIAL INTERESTS WITH REINFORCEMENT
BUILD A RELATIONSHIP WITH THE STUDENT
Staff working with students with Autism should:• Spend time doing activities the student likes
• Show interest in their life and activities
• Find reinforcement that the student likes
• Overtly notice what the student does correctly—a lot!
Borrowed from ASD Network
2/25/17
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REINFORCER ASSESSMENT
¢Reinforcers are determined exclusively based on whether or not they lead to increases in behavior
¢ What is reinforcing may have nothing to do with what a child plays with, eats, seeks out, etc.
¢Try to match the reinforcer with the function of the behavior ( if the child is using escape behavior an edible might not be effective- - - a break might be a more effective behavior)
¢ Reinforcer Assessment: Assess what items, topics, edibles, activities, etc will increase motivation for this child to learn, work and interact appropriately
Borrowed from ASD Network presentation
FINDING A REINFORCER• Reinforcer Assessment
• Individualize reinforcement for each child• Ask families• Observe interests• Ask the student• What are the things you often tell the child “no” to?
• Create a VISUAL Choice Board using the items that are most reinforcing to the child & let the child tell you what they want to work for
CHOICE BOARDS
Description• A visual way that a
student can select between optional activities
• Increases student self-determination (power)
When to use• Prefers being able to
select an activity vs being told
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REINFORCEMENT REMINDERS
• Involve student in the process of selecting the reinforcer
• Start with a high rate of reinforcement for new skills
• Use variable rate of reinforcement for maintenance
• Reinforce practice
• Reinforce desired behavior
• Reserve some reinforcers to maintain their effectiveness
This is used with an 8th grade student with Autism who needs reminders of the classroom expectations. He reads, but prefers pictures so they added both. This visual reinforcement system has increased his participation in class the last 5 months.
This is a visual reinforcement strategy being used with a 10 year old boy who loves Spiderman.
He gets to chose his reinforcer after the teacher talks with him about his goal each day.
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Borrowed from ASD Network
PUNCH CARDS
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Date:&_______________________________&
GOAL:&assignment&or&task&completion&• Teachers&can&assign&certain&tasks&or&assignments&a&“minute”&value.&&When&you&complete&the&task,&your&teacher&
will&initial&the&appropriate&boxes.&&&• John&may&cash&in&his&minutes&to&do&a&choice&activity&during&study&hall.&
o Draw&o Time&to&Think&o Make&Believe&Comic&Website&
&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&=&1&minute&
= ½ minute
2 minutes = handing in an overnight assignment on time
1 minute = completing an assignment in class
½ minute = starting an assignment or task independently
½ minute = raising my hand and asking for help when I am stuck
Teachers may add additional minute objectives:________________________________________________________________________________________________
Earning minutes toward a preferred activity
Early Childhood
Show pictures of each routine, give student a star on the routines where they meet expectations.
Let student choose reinforcer.
4 stars=?
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“I AM WORKING FOR” CARDSStudent earns tokens for completing work.
The chosen reinforcer is placed in the middle.
Mini Schedule(all day)
Behavior Sheet (Daily)
TGIF Rewards(Weekly on
Fridays)
Strides(approx. bi-weekly)
Example from an Elementary Behavior Classroom.
This outlines the layered reinforcement system that works for this class.
Mini Schedule
The teacher uses a dry erase marker to break down the assignment into smaller parts. A star is given after each line.
The final item always reminds the students what to do when finished.
The reinforcer is added to the bottom of the task. The level of reinforcer depends on the difficulty of the task and is awarded right away.
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Behavior Sheet
Each student has their own behavior sheet to visually keep track of whether they are meeting their goals.
If they get their behavior sheet filled out by each teacher and meet their goals, they get to pick a prize from the class prize box at the end of the day.
Their daily behavior is tracked everyday to earn a weekly reinforcer on Friday.
The daily behavior is tracked each day of the week and if the student meets their behavior goals 4 out of 5 days, they get to choose a TGIF reward for Friday.
The students choose the weekly options as a class.
“STRIDES”: STUDENTS “RUN” THEIR WAY TO A LARGER REINFORCER. FOR THIS PARTICULAR ROUND, THE STUDENTS WERE WORKING FOR A FREE $5 LUNCH FROM THEIR RESTAURANT OF CHOICE. PICTURES OF THE CHOSEN REINFORCER ARE POSTED AT THE END AS DAILY REMINDERS.
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SIGNS TO REVISIT REINFORCEMENT LEVEL
• Failure to increase desired behavior• Failure to “buy in” to the behavior plan• Low self-esteem• High frustration level• Hopelessness• Failure to frequently earn reinforcers• Decrease in goal behaviors• Increase in escape behaviors
©2008 Ruth Aspy, Ph.D., & Barry G. Grossman, Ph.DThe Ziggurat Model book, page 307
PRESENTATION SUMMARY• Reinforcement is 90% of the effectiveness of
a program• Reinforcement is the foundation of the
Ziggurat model• Reinforcement systems should always be
visual• Students should choose their own reinforcers
ASD Network 2017 Younes Convention Center, Kearney NE
THANK YOU!
Amber Wicherski, [email protected] Nichols, [email protected]
Lori Chatfield, [email protected]
Please give feedback about this presentation on the evaluation survey that will be sent out
after the conference.
ASD Network 2017 Younes Convention Center, Kearney NE
