APPLIED BEHAVIOR A N A LY S I S

FA R A H A F T A B
C L I N I C AL P S YC H O LO G I S T & B E H AVI O R AL T H E R A P I S T
WHAT IS BEHAVIOR?

Anything a person does that can be observed and

measured.
Behavior is anything an organism does, including
those things we can see people doing and things we
cannot see people doing (thinking and feeling).
WHAT IS BEHAVIOUR ANALYSIS?

• Behaviour analysis = the scientific study of behaviour

• Behaviour analysts ask "Why does behaviour change
over time?"
• We seek answers by looking at the biological and
environmental factors, although we are primarily
interested in the role of environment on behaviour
WHAT IS ABA?

• ABA is the use of scientific principles of learning and

motivation to teach effectively
• The core concept is that the consequences of what we
do affect what we learn and what we will do in the
future
CHARACTERISTICS OF ABA:
Emphasis on function of the behavior
Emphasis on observable and measurable behavior
Requires data collection and repeated analysis
 Change environment to change behavior
 Everyone is accountable for progress
A-B-C’S OF BEHAVIOR
ANTECEDENT: comes before a behavior (i.e. a
trigger) A friend walks by
BEHAVIOR: anything a person does You smile at
your friend
CONSEQUENCE: occurs after the behavior (i.e. a
payoff) Your friend smiles back
WHAT IS A CONSEQUENCE?

 A consequence is what happens right after a behavior

Consequences can be both good and bad
Consequences can both increase and decrease behavior
Immediate vs. Delayed Consequences

How do you know it is a consequence?

CONSEQUENCES CONT.
When we talk about increasing behavior, we’re talking
about the procedure called REINFORCEMENT
When we talk about decreasing behavior, we’re
talking about the procedure called PUNISHMENT

Reinforcement: Increase
Punishment: Decrease
CONSEQUENCES CONT.
• Consequences that increase behavior are referred to
as reinforcement
• A consequence that increases behavior through the
acquisition of an item/event is referred to as Positive
Reinforcement
• A consequence that increases behavior through the
removal of an item/event is referred to as Negative
Reinforcement
 CONSEQUENCES CONT.
• Positive Reinforcement – Showing a behavior results in a
“reward” (Something desirable occurs)
• Negative Reinforcement – Demonstration of a behavior
removes or avoids an “aversive stimulus” (Something
undesirable never happens OR goes away)
• Positive Punishment – An exhibited behavior results in
the appearance of an aversive stimulus (Something
undesirable happens to the person)
• Negative Punishment – Showing an action results in the
removal of positive stimulus (Something desirable is taken
away)
• Extinction – The disappearance of a behavior due to lack
of reinforcement (“Ignoring”)
Antecedent Behavior Consequence

The student is given a bin filled with The student throws the bin with all The student is given a timeout until
parts to assemble and asked to the parts onto the floor. he calms down. (The student must
assemble the parts. later pick up the pieces before being
allowed to return to classroom
activities.)

The teacher asks a student to come to The student bangs her head on the The teacher attempts to soothe the
the board to move a magnetic marker. tray of her wheelchair. student by redirecting the behavior
with a preferred item, such as a
favored toy.

The instructional assistant tells the The student screams, “No, I won’t The instructional assistant ignores the
student to clean up the blocks. clean up!” child’s behavior and presents the
student with another activity.
 Antecedent Behavior Consequence

Parent asks Joe to stop playing on the Joe screams, "NO!" and refuses to Parent tells Joe to leave the computer
computer. leave the computer. again.

Parent starts counting to 10 as a

Parent tells Joe to leave the computer. Joe again refuses to leave.
warning to get off the computer.

Parent finishes counting to 10 and

Parent starts counting to 10 as a Joe does not move from the computer
again warns him to get off the
warning to get off the computer. station.
computer.

Parent finishes counting to 10 and

Joe stays at the computer and refuses Parent threatens that Joe lose
again warns him to get off the
to leave. computer privileges in the future.
computer.

Parent threatens that the Joe will lose Joe ignores and continues working on The parent count to 10 again and
computer privileges in the future. the computer. again threatens future computer use.

The parent counts to 10 again and Joe ignores and continues computer The parent becomes angry and leaves
again threatens future computer use use. the room.
 Antecedent Behavior Consequence

•Sensory Feedback
Parent asks Joe to stop playing on the Joe screams, "NO!" and refuses to leave
•Escape
computer. the computer.
•Attention

•Sensory Feedback
Parent tells Joe to leave the computer. Joe again refuses to leave. •Escape
•Attention

•Sensory Feedback
Parent starts counting to 10 as a Joe does not move from the computer
•Escape
warning to get off the computer. station.
•Attention

•Sensory Feedback
Parent finishes counting to 10 and again Joe stays at the computer and refuses to
•Escape
warns him to get off the computer. leave.
•Attention

•Sensory Feedback
Parent threatens that the Joe will lose Joe ignores and continues working on
•Escape
computer privileges in the future. the computer.
•Attention

•Sensory Feedback
The parent counts to 10 again and Joe ignores and continues computer
•Escape
again threatens future computer use use.
•Attention
WHY ARE THE ABC’S IMPORTANT?

All behavior has a function

Identifying the function tells us
• The conditions in which the behavior may occur
• A possibly effective treatment method / how to
respond to the behavior
WHAT ARE THE FUNCTIONS OF BEHAVIOR?

• Escape/Avoidance – escaping or avoiding a demand

situation
Often occur during work type situations
• Attention – a behavior to gain the attention of others
This can be positive or negative attention
• Access – a behavior to gain access to an object or
situation
Food, toys, warmth
• Automatic – a behavior that “feels” good
FBA VS. BIP
• Functional Behavior Assessment (FBA) is a process
which involves the gathering of information which leads
to the development of a Behavior Intervention Plan (BIP)
• A Behavior Intervention Plan is the product that is
derived from the information gathered during the FBA
process

• They are two separate entities

BEHAVIOURAL ASSESSMENT:
The behaviours to be improved in behaviour
modification program are called as Target behaviours
Behavioural Assessments involves the collection and
analysis of information and data in order to identify and
describe
• target behaviour
• identify possible causes of the behaviour
• select appropriate treatment strategies to
modify the behaviour
• evaluate treatment outcome.
 PHASES:
1. Screening or intake phase: for clarifying the problem and determining who
should treat it, crises conditions (child abuse, suicide risk etc), sufficient
information in order to diagnose the client according to DSM and in order to
identify to which behaviour should be baselined.

2. Baseline or pre-program assessment phase: level of the target behaviour,

analyse individual’s current environment, assessment of the possible controlling
variables of the behaviour to be changed, this is referred to as Functional
Assessment.

3. Treatment phase: behaviour modifier will design an effective treatment program

to bring about the desired behaviour change, the program is referred to as
Intervention strategy or therapy program.

4. Follow-up phase: it is carried out to determine whether the improvement

achieved during treatment are maintained after the termination of the program.
 SOURCES OF INFORMATION:
• Behavioural assessment procedure for collecting information to define
and monitor target behaviours fall into three categories:
1. Indirect Assessment Procedures:
• Interview with the clients and significant others
• Questionnaires
• Role playing
• Information from consulting professional
• Client self monitoring

Advantages: Convenient, not requiring substantial amount of time and

potential providing information about covert behaviours.
Disadvantages: remembering observations accurately, biases that would
influence
2. Direct Assessment Procedures:
Specific behaviour that can be defined and directly observed by other
individual.

Advantages: they are more accurate

Disadvantages: time consuming r should be properly trained observer,
cant monitor covert behaviours (not directly observable).

3. Experimental Assessment Procedures:

They are used to clearly demonstrate the antecedent events that exert
control over a problem behaviour and consequences responsible for
maintaining that problem behaviour. This is referred to as
experimental functional analysis or functional analysis, which
demonstrate that the occurrence of a behaviour is a function of certain
controlling variables.
CHARACTERISTICS OF BEHAVIOUR TO
BE RECORDED
1. Topography: Form of a particular response
2. Amount:
• Frequency: the number of instances of the behaviour that occur in a
given period of time “rate”
• Duration: the length of the time that it occur within some period
3. Intensity: Intensity or force of the response
4. Stimulus Control: is used to indicate that a certain behaviour
occurs in the presence of certain stimuli, “Antecedents/ causes”
5. Latency: Time between the occurrence of a stimulus and the
beginning of a response.
6. Quality: characteristics of behaviour that is identified as having
some functional value.
 RECORDING PROCEDURES:
1. Continuous Recording:
Recording each and every occurrence of a behavior
during a prescribed period.

2. Interval recording: is a shortcut procedure for estimating the duration

of a behavior.  In this method, the teacher periodically looks at the student
at predetermined (NOT spontaneously selected) intervals and records
whether the behavior is occurring. 
• Partial Interval Recording
• Whole Interval Recording

3. Time-Sampling Recording
CONTINUOUS RECORDING
• Recording every instance of a behaviour during a specified time segment.
FREQUENCY / EVENT & RATE RECORDING
Description:
• These methods involve counting the number of times a behavior occurs in a specific time
period. Use these methods if the behavior can be easily counted and the behavior has a
clear beginning and end. Do not use these methods if the behavior is occurring at such a
high rate that an accurate count is impossible (e.g., pencil tapping) or the behavior occurs
for extended periods of time (e.g., 2 tantrums, but the duration of each tantrum is one hour).
Examples:
Event recording is best for behaviors with a distinct beginning and end.
Event recording has been used to measure behaviors such as:
• Task initiation and protests to task demands

• Inappropriate sitting and littering

• Correct and incorrect academic responses

• Tardiness
 CONT.
Teachers have used event recording to measure their own behaviors, such as:
• Praise statements

• Response opportunities provided to students

• Event recording is best for behaviors that occur with enough in between to distinguish
between the end of one response and the onset of another.
• Event recording is best for behaviors that occur with enough in between to distinguish
between the end of one response and the onset of another.
Special Considerations:
• A frequency measure should be used only when the length of observation time is
consistent from day to day (e.g., always 2 hours).
• A rate measure should be used if the length of observation time varies from day to day
(e.g., 60 minutes on Monday, 300 minutes on Tuesday).
SUMMARIZING THE DATA:

• Frequency: At the end of the observation period, total number of

occurrences. For example, Anna left her seat 5 times during 7 th period.

• Rate: Count the number of times the behavior occurred in the time
observed. Divide the count by the length of time the behavior was
observed. For example, if Anna kicked a peer 30 times in a 10 minute
observation, the rate would be 3 kicks per minute (30 kicks divided by 10=
3 kicks per minute).
DURATION RECORDING
• Description:
This method documents the
length of the behavior by recording the time the behavior begins and ends. Use this
method if your primary concern is the length of time the student engages in the
behavior and the behavior has a clear beginning and end. Do not use this method if
the behavior occurs with high frequency or the behavior starts and stops rapidly.
• Examples:
Duration recording is appropriate for
behaviors that have a distinct beginning and ending or for those that occur at such
high rates that it would be difficult to get an accurate frequency count (e.g., number
of taps during pencil, finger, or toe tapping).
• Duration recording has been used to measure behaviors such as:
• On Task: Looking at the assignment, writing and asking questions related to the
topic, using assigned materials, and following teacher
directions -Compliance to task demands
-Academic writing tasks
• Consider collecting frequency data for the target behavior in combination with
duration recording to provide a more accurate picture of behavior.
Special considerations:
It can sometimes be difficult to accurately
record the exact duration of the behavior. On the other hand, duration recording not
only tells us how long the student engages in the behavior, but it automatically
provides us with how many times the behavior occurred.

Summarizing the Data:

Duration can be summarized in two different
ways:
• Percentage of observation with behavior: Sum the total number of min/sec/hrs
that the behavior occurred during the observation, divided the sum by the total
number of min/sec/hrs of the observation, and multiply by 100.
• Average Duration of Behavior: Sum the total durations and divide by the total
occurrences.
• Example: During a 60 minute observation, David had 3 tantrums that lasted 3
minutes, 7 minutes, and then 5 minutes with a total duration of 15 minutes.
• The % of observation with behavior = 15 minutes divided by 60 minutes= .25
times 100 = Tantrums occurred during 25% of the observation.
• Average duration – 15 minutes divided by 3 tantrums = Average of 5 minutes per
• LATENCY RECORDING

• Description:
Use latency recording when you’re
interested in how long a student takes to begin performing a particular behavior
once the opportunity has been presented. For example, if a teacher makes a
request for a student to put an activity away, the observer would be interested in
the length of time it takes for the student to comply with the request. Use this
method if the opportunity and the behavior have a clear beginning and end. Do
not use this method if the opportunities are continuous or if they start and stop
rapidly.
• Examples:
Latency recording is
appropriate when the teacher wants to measure how much time passes between
when an instruction, cue, or prompt is provided and the behavior begins.
• Time delay between a statement/question and the student’s attempt to
communicate Lapse in time between
instructions and compliance with task Time
delay between being shown a word and pronouncing it
 INTERVAL RECORDING
• Description:
Interval recording documents whether a behavior occurred during a particular
period. In order to determine this, an observation period is divided into brief intervals. At the end of each
of these, the observer records whether or not a behavior has occurred.
• When utilizing whole-interval recording, an observer indicates whether the behavior occurred during the
entire time. (Example: A student worked on an assignment during an entire thirty-second interval.)
• When utilizing partial-interval recording, an observer indicates whether the behavior occurred at any
point during the time interval. (Example: A student worked on an assignment during fifteen seconds of a
thirty-second interval. The record indicates that the behavior occurred.)
• Examples:
Interval recording is used when it is difficult or impractical to constantly observe
behavior.
• Interval recording is used for continuous behaviors or for those behaviors whose onset and end are difficult
to distinguish because the behaviors occur at such high rates.
• -Whole-interval recording yields data on the total duration of the behavior.
• -Partial-interval recording yields data on the proportion of the observations period that the behavior
occurred.
• Both whole and partial-interval data are reported in terms of the percentage of total intervals during which
the behavior occurred (the number of intervals the behavior occurred / the number of intervals the behavior
occurred + the number of intervals the behavior did not occur times 100).
 TIME-SAMPLING
• Description:
Time sampling is a variation of
interval recording. Small samples of time (30 seconds) are set up within larger
intervals (5 minutes). Instead of noting whether a behavior occurred or did
not occur within an entire interval (5 minutes), the observer only looks at the
student during a sample of time (30 seconds), usually at the beginning or end
on an interval, and records whether the behavior is occurring at that instant or
small sample of time. Use this method if the teacher is interested in group
performance (multiple behaviors of multiple students). Do not use this
method for low frequency behavior.
• Examples:
Talking, on-task/off task
behavior, screaming, and in-seat/out-of-seat.
FBA:
• Approach used to help a student with a chronic behavior
problem
• An approach that takes time and collaboration among
professionals and parents
• Built on the assumption that, the students behavior is
maintained by some environmental variable
• A process of looking for patterns in what happens around
and/or to the student just before and just after the problem
behavior
• Examination of these patterns to identify their purpose or their
"function”
• Creative problem solving to enable the pupil to achieve the
FBA STEPS
1. Define the problem
2. Devise a plan to collect data
3. Compare and analyze data
4. Formulate the hypothesis
5. Develop and implement a behavior intervention plan
6. Monitor the plan and make changes according
 IDENTIFY CHALLENGING BEHAVIOR IN CONCRETE &
OBSERVABLE TERMS

General Concrete & Observable Descriptions

Descriptions

Student is aggressive During lunch, when student is told “no”, he hits other
children.

Student is disruptive Student continuously call out and makes inappropriate

comments during math seat work.

Student is Student continuously moves around on seat, plays with

hyperactive items on desk, and gets out of his seat w/o permission
during reading activities.
 ABC DATA SHEET
Date Antecedent Behavior Consequenc
e
COMPARE AND ANALYZE DATA
• Sufficient amount of data
• Setting events
• Antecedents
• Target behavior
• Consequences
• Data should be organized in a way that shows a
relationship between behavior and related events or
environmental factors.
FORMULATE THE HYPOTHESIS
• A hypothesis includes predictions about under what
circumstances a behavior is most likely and least
likely to occur
• Based on some pattern of behavior that has been
shown through the systematic collection of data
• From the hypothesis statement, the team will design a
behavioral intervention
DEVELOP AND IMPLEMENT A
BEHAVIOR INTERVENTION PLAN
• Modifying the physical environment
• Adjusting the teaching strategy
• Changing the antecedents or consequences for the
student’s behavior
• Teaching a more acceptable replacement behavior
that serves the same function as the problem
behavior.
MONITOR THE PLAN FOR PROGRESS
• Data should be reviewed frequently
• Depends on the severity of behavior
• Depends on baseline frequency of behavior
• Look at differences across settings
• Is the plan working?
• How can you eventually fade out the intervention?
 ABA
TECHNIQUES
TECHNIQUES

 P O S I T I V E & N E G AT I V E R E I N F O R C E M E N T
 SHAPING
 CHAINING
 FA D I N G
 MODELLING
 TOKEN ECONOMY
 DIFFERENTIAL REINFORCEMENTS
 EXTINCTION

N E G AT I V E S T R AT E G I E S
 PUNISHMENT
 RESPONSE COST
 TIME OUT
 OVERCORRECTION
REINFORCEMENT
The term reinforce means to strengthen, and it refers to anything stimulus
which strengthens or increases the probability of a specific response.

There are two types of Reinforcements

• Positive Reinforcement
• Negative Reinforcement
 POSITIVE REINFORCEMENT
The word positive in positive reinforcement DOES NOT refer to the
pleasantness of the stimulus.
It means a stimulus is added or applied to the situation.
Any stimulus that works to increase the frequency of a behavior it follows is a
positive reinforcer, even if it does not seem like it should be rewarding.
Simplified:
Behavior = Increase

Add Something to Increase Behavior

What you are adding Pleasant

As long as it increases behavior

NEGATIVE REINFORCEMENT
Occurs when a behavior is reinforced by removal of a stimulus.
The word negative DOES NOT mean unpleasant
It means a stimulus is removed or subtracted from the situation in order
to reinforce a behavior.
Simplified:

Behavior = Increase

Remove something to Increase Behavior

What you are taking away Unpleasant

As long as it increases behavior

SCHEDULES OF
REINFORCEMENT
• Continuous schedule (beginning to introduce or modify a new behavior).
In order for the student to learn this behavior, he will have to be
reinforced every time he engages in it.
• Fixed schedule
• Variable schedule
REINFORCING RESPONSE FREQUENCY
AND DURATION: RATIO AND INTERVAL
SCHEDULES

• Response (frequency) schedules are referred to as ratio schedules.

(continuous, fixed and variable ratio schedules)
• Duration (time) schedules are called interval schedules. (continuous, fixed
and variable interval schedules)
PROMPTING
Prompting is the act of helping a behavior to
occur.
A stimulus introduced to control the desired
behavior during the early part of a learning
program and that is eliminated after the desired
behavior
•Cues has been strengthened.
•Hints
Also Known As:
•Checklists
•Hand over
hand
•Scaffolding
TYPES OF PROMPTS
Physical: Physically guiding the student to perform a skill

Verbal: Verbal cues which give information to help the student to

respond correctly

Model: When an educator or peer demonstrates the desired skill

Gestural: Using gestures, such as pointing, to guide the student

to the correct response

Visual: Visuals such as pictures, symbols and text that can assist
a student to respond correctly

Positional: Placing materials in a location or sequence that

ensures successful completion of an activity

(Alberto & Troutman, 2003)

MODELLING

• A form of prompting is modelling.  It provides a

visual example of what is expected in a task by having
students see the task being performed.  It can also
help the student see the sequence of steps in the
task.  For example, the student learns the actions to a
song by first watching a demonstration by an adult.
SHAPING:
• Shaping is also known as “successive approximations” which means
successful steps towards desired goal.
• Shaping is a behavioral technique in which successive
approximations of a target behavior are reinforced.

• Shaping involves gradually modifying the existing

behavior of a child into the desired behavior.
EXAMPLE:

An example here is a young boy who only engages with

the pet dog by hitting it. Although time consuming, the
parents intervene every time he interacts with the dog,
grab his hand and turn the hit into a stroking motion.
This is paired with positive reinforcement "It's great
when you are gentle with Pooch!" and doing a favourite
activity immediately afterwards as a reward.
EXAMPLE

• For example, these steps could be followed if the target behaviour

is for the student to sit with a group during story-time:
• Step 1: Reinforcement for standing near the group.
• Step 2: Reinforcement for standing closer to the group.
• Step 3: Reinforcement for standing in the group.
• Step 4: Reinforcement for sitting in the group.

• https://www.youtube.com/watch?v=Nd6rUQzMA2o
CHAINING:

• Chaining refers to a method of teaching a behavior using

behavior chains. Behavior chains are sequences of
individual behaviors that when linked together form a
terminal behavior. When teaching a behavior using
chaining, the first step is to complete a task analysis.

https://www.youtube.com/watch?v=wMVZQICUhAk
TASK ANALYSIS

• Task analysis involves breaking tasks down into

smaller, teachable steps. 
• It is important to write subtasks in terms of what the
student will do, and to record interventions or
prompting that are required for students to complete
the subtasks.
FORWARD CHAINING
• Forward Chaining: Using forward chaining, the behavior is taught in its
naturally occurring order. Each step of the sequence is taught and reinforced
when completed correctly. After the learner completes step one with a
predetermined criterion of accuracy the student is taught the next step of the
sequence with reinforcement contingent upon completion of all previous
steps.
• Forward chaining is recommended if the child can successfully complete more
steps at the start of the behavior chain. Forward chaining has the advantage
of using behavior momentum, as the 1st step is often the simplest, easiest
step
• For example, in learning to print his or her name, focus the student on
learning to print the first letter and print the rest of the letters for the student.
• https://www.youtube.com/watch?v=8MAS72gvOLI
BACKWARD CHAINING

• A method for establishing a behavioural chain in which the last step of the
chain is taught first, then the immediately preceding steps are taught and
linked together until the entire chain is acquired.
• Backward chaining is recommended if the child can successfully complete
more steps at the end of the behavior chain. Backward chaining also has
the advantage of creating a link between the most work and the biggest
reinforcer.
https://www.youtube.com/watch?v=LbBj4Tzi9CQ
A task analysis for brushing teeth might look like this:
• Take out toothpaste from medicine cabinet
• Remove cap from toothpaste
• Grab toothbrush with left hand
• Grab toothpaste with right hand
• Squeeze small amount of paste onto bristles of toothbrush
• Turn on water
• Dampen the bristles of brush with water
• Place brush in mouth
• Brush bottom teeth on left side of mouth
• Brush top teeth on left side of mouth
• Brush bottom teeth on right side of mouth
• Brush top teeth on right side of mouth
• Spit foam into sink
• Brush top teeth in front of mouth
• Brush bottom teeth in front of mouth
• Spit foam into sink
FORWARD VS. BACKWARD CHAINING

Logical Rules can be applied in two directions

Forward chaining
• Starts from the facts
• apply rules to find all possible conclusions
• data driven
Backward chaining
• start with the desired conclusion(s)
• work backwards to find supporting facts
• goal-directed
FADING

• Fading is gradual removal of a prompt or other help or cue for responding.

• Fading is slowly diminishing an old behavior while introducing a new
stimulus as a replacement, an example might be cutting back on cigarettes,
one less per day, while adding walks when the urge to smoke hits.
• https://www.youtube.com/watch?v=IwaqAkwbd_w
 Shaping Fading

• Student’s behavior is • Situation is gradually

gradually changed changed, not the child’s
behavior

• Provides an effective • Fading helps facilitate the

means of changing generalization of that
behavior from one behavior change from one
response to another setting to another
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.
 STEP OF TOKEN ECONOMY

1. Target Behaviour
2. Measurement
3. Type of Tokens
4. Backup Reinforcer
5. Reinforcement Schedule
6. Implementation
7. Response Cost
7. RESPONSE COST:

A penalty or fine where

tokens are taken away for
engaging in inappropriate
behavior.
DIFFERENTIAL REINFORCEMENT
Differential reinforcement (DR) is a special application of reinforcement
designed to reduce the occurrence of interfering behaviours

• Instead of punishing the "bad behavior" to

decrease its occurrence, get rid of it by using
positive reinforcement in a prescribed
manner.

• Differential reinforcement can be used to help

a child see the difference between behavior
that will be reinforced and behavior that will
not.
 The goal of differential reinforcement
is to increase desirable behaviors and
decrease undesirable behaviors
without the use of punishments

PUNISHMNT
 TYPES OF DR

• DRI- Differential reinforcement of incompatible behaviours.

• DRO- Differential reinforcement of other behaviours

• DRL- Differential reinforcement of low rates of behaviour

• DRH- Differential reinforcement of high rates of behaviour

 DRI
• The reinforcer is given when another behavior is used
or observed. Reinforcement is used only when the
appropriate behavior occurs.
• Removing clothes vs. keeping
clothes on
• Hitting peers vs. sharing/giving
items they want
APPROPRIATE
BEHAVIOR
Example:

Danial is a boy with autistic behaviors. He

self- stimulates by mouthing his hands.
Because of the mouthing, sores are
developing on his hands, and his doctor is
concerned. His instructors have taught him to
hold on to the side of his wheelchair or to
play with a preferred toy as incompatible
behaviors. When he mouths, his instructors
simply take his hand out of his mouth and do
not pay attention to him.
 DRO
• The reinforcement is given in the absence of
targeted behaviour

INAPPROPRIA
TE BEHAVIOR
EXAMPLE:

Bilal constantly talks out in class and disrupts the other

students. The teacher has indicated to Bilal that he
needs to “not talk out” for at least 10 minutes. If he can
work quietly and not talk out, he will receive 2 minutes
of extra free time. The teacher points out that in an
hour, Bilal could earn 12 minutes of free time. During
the 10 minutes while he is quiet, the teacher makes
several positive comments about his following the
rules, working quietly, and completing his work. If Bilal
does talk out, he does not receive the extra 2 minutes
for the 10-minute period and is ignored by the teacher.
 DRH
• The reinforcer is given when the behavior occurs at a
higher rate than before.

• This intervention serves to increase desirable

behaviors which decrease the amount of time
available for inappropriate behaviors.
Example:

Mrs. Sadie wants Ali to contribute more in class

during social studies. During this time, he
seldom says a word. The teacher has indicated
that Ali can have 10 minutes on the computer
to play games if he will contribute at least
three times during the class discussion. Once
he consistently contributes at least three times,
she increases the number of discussion
contributions one per week until he is
contributing at least five times per discussion
period.
 DRL
• The reinforcer is given when the behavior occurs at a
lower rate than before.
• This intervention serves to directly decrease the rate
of inappropriate behaviors.
 EXAMPLE
Sara thinks she knows all the answers and is
constantly raising her hand in class. The
instructor wants her to contribute but does not
want her to monopolize the class discussion.
She sets a limit for Sara’s contributions at five.
If Sara limits her contributions to five during
the period, she gets to be the teacher’s
assistant for the next period. If she goes above
five, another student is picked to be the
assistant, and the teacher ignores her hand
raises.
 DRA
This procedure entails reinforcing a behavior that
serves as a viable alternative for the problem behavior,
but is not necessarily incompatible with the problem
behavior. 
 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.
EXTINCTION:
• Extinction is defined as disappearance of
previously learned behavior when it is no more
reinforced or is the reduction of response
produced by organism currently or previously.
• An association is developed between the
conditioned stimulus and the unconditioned
stimulus, which is ended and extinction results.
Conditioned Unconditione
d stimulus REINFORCEMENT
stimulus

Conditioned Unconditione
stimulus d stimulus EXTINCTION
 PUNISHMENT
• Punishment is a term used in operant conditioning to
refer to any change that occurs after a behavior that
reduces the likelihood that behavior will occur again in
the future.
Types of Punishment:
• Positive Punishment:  This type of punishment is
also known as "punishment by application." Positive
punishment involves presenting an aversive stimulus
after a behavior as occurred. For e.g Challan
• Negative Punishment: This type of punishment is
also known as "punishment by removal." Negative
TIME OUT
• Time out involves removing a student from all sources of positive
reinforcement as a consequence of a specified undesired behavior.

• Time out may be implemented on several alternative levels,

ranging from the student being ignored and not included by others
(non-exclusionary time out) to removing the student to a separate
area (isolation). Leaving a student in a separate area (isolation)
OVERCORRECTION

• Overcorrection procedures involve having the student

engage in repetitive behavior as a penalty for having
displayed an inappropriate action.
THANK YOU
FLOOR IS OPEN FOR QUESTIONS???