Reinforcement: Part 2

Week 6: Increasing and Decreasing Behavior

Differential Reinforcement

• Reinforcing one response class while withholding reinforcement from another– Popularity & Restrictiveness– Extinction is a component of D.R.– Two concurrent operants on separate schedules of

reinforcement

DRI & DRA

• DRI: Reinforce a behavior that cannot occur at the same time as the target behavior to be reduced.– E.g. Inappropriate verbalizations

• DRA: Reinforce a behavior that is different in topography but serves the same function– Could be compatible!– E.g. Talking out

Your turn

• Write down one example of how:– Differential Negative Reinforcement may be used

for:• Incompatible behavior• Alternative Behavior

Guidelines for using DRI/DRA

• Select behavior already in learner’s repetoire• Occurring often enough to contact

contingencies• Equal or lesser effort compared to target

behavior• Likely to be reinforced naturally• Consistency in reinforcer/extinction delivery– 100% integrity not required, but better.

DRO (other or “zero”)

• Providing reinforcement for no responding• Interval DRO:– Fixed: Your turn– Variable: Your Turn

• Momentary DRO:– Fixed: Your Turn– Variable: Your Turn

Guidelines for Using DRO

• Recognize limitations of DRO• Set intervals that assure frequent reinforcement• Watch out for accidental reinforcement of other

negative behavior• Gradually increase DRO Interval– Constant duration, proportionally, learners

performance• Generalize application to Other: Times, settings,

practitioners, etc.

DRL

• Reinforcement for lower rates of behavior– Full session DRL: Really a VI Schedule (based on all full

session).• Use if zero levels are appropriate

– Interval DRL: Divide session into equal intervals and provide R+• Use if full session will not provide sufficient R+ Rate

– Spaced-Responding DRL: Set time limit between intervals (i.e. increasing IRT).• Use if you want to maintain the behavior but at a lower rate

Guidelines for using DRL

• Recognize limitations• Choose most appropriate procedures• Use Baseline data to guide Initial IRT Limits• Gradually Thin the DRL schedule• Provide feedback to the learner

Behavior Analytic Problem-Solving Model

Beginning to pull it all together

Components

• Contextual Variables:– Behavior occurs in some contexts but not others

• Antecedent Stimuli: Environmental Triggers• Individual Mediators: Internal Triggers

– UMO & CMO• Individual Behavior Deficits:

– Try to reframe all behavior this way (your turn)• Behavior:

– Not enough R+ or too much response effort• Consequences:

– Consider function (careful of response topography and response class).