To demonstrate reflection on the activities and assignments in each module. In SPE 560, you must select at least two tasks from the BACB Task List and at least one item in the
BACB Ethics Code for Behavior Analysts
.
The module of the week addresses the following objectives:
G-6: Use Instructions and rules.
G-17: Use token economies.
G-18: Use group contingencies.
G-19: Use contingency contracting.
SPE560
BEHAVIOR CHANGE PROCEDURES:
IMPLEMENTING INTERVENTIONS IN
BEHAVIOR ANALYSIS
MODULE 5
CONTINGENCIES, SELF-MANAGEMENT, RULES & INSTRUCTION
TOPICS
G-6 Use instructions and rules
G-17 Use token economies
G-18 Use group contingencies
G-19 Use contingency contracting
G-20 Use self-management strategies
INSTRUCTIONS & RULES
• Instructions and rules can control behavior.
• Instructions can be used to prompt learner response
• Effective use of instructions and rules
• Ensure instructions govern the individual behavior
• If not, develop general behavior that follow the instructions and rules.
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Presenting the various instruction
Prompt the appropriate behavior (and prompt fading)
Reinforce
Repeat until the mastery.
From simple to complex instructions.
A large set of instructions until learning-to-learn
Combine with rapid presentation of instructions
ASR 1
INSTRUCTIONS & RULES
• Effective use of instructions
• Use simple, clear words that are in the learner’s repertoire.
• Present frequent instructions during teaching (of course, along with
reinforcement).
• Combine with other strategies.
• Direct Instruction
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Rapid presentation of instruction, frequent feedback with prompt.
All children can learn.
Children are placed with their skill level
Ensure mastery
Teach smaller and easier instructional units first.
Accommodate student’s rate of learning
• Project follow through
DIRECT INSTRUCTION
https://www.nifdi.org/what-is-di/intro-to-di.html
ASR 2 & 3
INSTRUCTIONS & RULES
• Effective use of rules to manage problem behavior
• Involve individuals in the development of rule à increase the
likelihood of rules being followed.
• Use positively stated rules.
• Be concrete and specific for learners
• Simple and short.
• Developing a common set of rules within one organization
• Teach the rule
• Reinforce rule-following behavior
ASR 4 & 5
TOKEN ECONOMIES
• Generalized conditioned reinforcer
• Not affected by motivating operations if paired with multiple reinforcers
• Bridge the time and setting gap between behavior and the backup
reinforcer.
• Widely used (money is a token)
• Three components:
• A list of target behaviors
• Tokens (points, marks) delivered for the target behaviors
• A menu of backup reinforcers obtained by exchanging the tokens
ASR 6
TOKEN ECONOMIES
• Level system
• A hierarchy of tiers contingent on meeting specific performance
criteria
• Learner move up (and sometimes down)
• Higher tier is associated with more privileges and the learners in the
higher tier are expected to demonstrate independence.
• Example:
• Level 1: internet access with staff supervision on class computer only.
• Level 2: internet access with supervision in different locations.
• Level 3: own personal devices and no supervised internet usage.
ASR 7
TOKEN ECONOMIES
• Designing a token economy
• Identify behaviors
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Measurable and observable behavior;
Criterion for task completion
Smaller number of behaviors
Assess the prerequisites before implementing
Need to be individualized – do not apply it to all students.
• Select tokens
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Tallies, checkers, coupons, poker chips, etc.
Tokens should be safe and age appropriate.
The learner should not be able to make their own tokens
Easily accessible and inexpensive
Use ”objects of obsessions” but minimize the distraction.
ASR 8 & 9
TOKEN ECONOMIES
• Designing a token economy
• Backup reinforcers: naturally occurring activities and events
(tangibles/privileges)
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Use preference and reinforcer assessment
• Token exchange ratio: how many tokens à the backup reinforcer
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Low initial ratio
Increase the cost, devalue the token, increase the number of backup items.
• How and when the tokens will be exchanged?
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High to low frequency
TOKEN ECONOMIES
• Designing a token economy
• Protocol for learner not meeting the token requirement
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Learner does not want to tokens or backup reinforcers
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Say something neutral, do not engage in a debate.
Consider including learner when deciding the backup reinforcers.
An added response cost?
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May be easier to implement
Consider learner preference
Cannot be implemented when there is token to be taken away.
• Field test
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Test a few behavior
Assess prerequisite skills
Adjust criterion if necessary
ASR 10, 11, & 12
TOKEN ECONOMIES
• Terminating token economies
• Praise should replace the tokens (by conditioning praise)
• Increase the number of responses required and increase the cost of
the items
• Decrease the duration in which token economy is in effect
• Increase the number of backup items that are naturally occurring
• Physically fade the token over time (from the learner earn physical
tokens to you draw tallies and tell learner at the end to no token
announced)
ASR 13
GROUP CONTINGENCIES
• A common consequence contingent on the behavior of one
member of the group, the behavior of part of the group, and the
behavior of everyone in the group.
• They are classified as dependent, independent, and
interdependent.
• Advantages:
• Address behaviors of multiple learners
• Peer influence and monitoring
• Improve social interactions and behavioral supports within the group.
GROUP CONTINGENCIES
• Independent group contingencies
• Criterion stated for all members, rewards are delivered for each
member achieving criterion.
• Dependent group contingencies (hero procedure)
• Rewards for the entire group are contingent on specific members in
the group.
ASR 14 & 15
GROUP CONTINGENCIES
• Interdependent group contingencies
• All members in a group need to meet the criterion before they have access
to the reward.
• Variations:
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Randomized interdependent group contingencies
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Total group meets criterion
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Successive criterion based on previous group average.
Good Behavior Game to address problem behavior
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A criterion is placed on the group, not individuals.
Group averaging
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Based on randomly selected the target students/behavior/rewards.
Divide the class into 2-3 teams
The team with fewest marks for problem behavior will receive reward
Good student game
ASR 16 & 17
GROUP CONTINGENCIES GUIDELINES
• Effective reward selection
• Generalized conditioned reinforcers
• Social activities
• Students should vote for the reward
• Determine the target behavior and any collateral behaviors
• Two measures for both behaviors
• Performance criteria (average, high, and low performance levels)
• Depending on student characteristics
• Combine with other procedures (e.g., DRL, DRH, modeling, etc.)
• Which group contingency would you choose?
• Monitor performance
ASR 18
CONTINGENCY CONTRACTING
• Also called behavioral contract
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A document that specifies a contingent relationship between a target behavior and a
specific reward.
• Components of the document (see an example on Cooper et al., 2020, p.
673)
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Task
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Reward
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Who – the individual who will perform the task
What – the task/behavior to be demonstrated
When – the time that the task should be completed
How well – include the specifics and criterion
Who – the individual that control the reward
What – reward
When – time that the reward will be received by the individual
How much – amount of the reward
Task record
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Recording task completion and reward delivery
May act as a token board (if a number of tokens to be earned to exchange for the reward)
ASR 19
CONTINGENCY CONTRACTING
• Rule-governed behavior
• Develop contracts
1. Have a meeting with the family or class
2. Identify possible tasks
3. Identify possible rewards
4. Write and sign contracts.
• The learner must have verbal skills
• Noncompliance?
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Ignore noncompliance, shaping the behavior to signing.
Modeling with learner’s siblings or other family members
Parent contract
Self-contract
CONTINGENCY CONTRACTING:
GUIDELINES
• Fair contract: the rewards reflect with the difficulty and amount
of work in the task.
• Clear contract: lay out the specifics
• Honest contract: follow-through the contract
• Build several layers of rewards: building other rewards (e.g.,
bonus rewards)
• Response cost: for task not completed
• Post the contract: prompt the learner
• Renegotiate when necessary.
• Terminate the contact: when the goal has been achieved or at
least one party consistently fail to meet the terms.
ASR 20
SELF-MANAGEMENT
• Self-management is the self-application of behavior change
tactics that produces desired improvement in behavior.
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Learner-specified intervention goal and rewards
Selecting procedure themselves
Implement the procedure
Self-monitoring
Self-evaluating
• Self-management skills promote independence and free
learners from having to depend on others.
SELF-MANAGEMENT
• Learner-specified intervention goal and rewards
• Work with your student to develop and define a list of appropriate and
inappropriate behaviors
• You or have your student choose the target behaviors
• Have your student choose the rewards
• Developing a recording form for self-monitoring (and use a
self-management device)
• Teach self-management
• Allocate sometime to monitor student’s self-management
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Provide reinforcement for correct self-recording
Monitor bootleg reinforcement
• Students graph their progress and review progress with the
student
ASR 21
SPE560
BEHAVIOR CHANGE PROCEDURES:
IMPLEMENTING INTERVENTIONS IN
BEHAVIOR ANALYSIS
MODULE 5
DATA-BASED DECISIONS
TOPICS
H-6 Monitor client progress and treatment integrity
H-7 Make data-based decisions about the effectiveness of the
intervention and the need for treatment revision
H-8 Make data-based decisions about the need for ongoing
services
TREATMENT INTEGRITY
• Treatment integrity is the degree to which an intervention is
implemented as planned
• Variations in treatment components may produce slow acquisition or a
lack of skill acquisition (Carroll et al., 2016; Roxburgh & Carbone,
2012)
• Low treatment integrity leads to lower rate of student acquisition and
even no skill acquisition at all for some (Carroll et al., 2013)
• Treatment drift is common
ASR 22 & 23
MONITOR TREATMENT INTEGRITY
• Assuming that the practitioners have been trained to meet the
treatment integrity criteria (i.e., more than 80%)
• If not, implement the Behavioral Skill Training protocol (Parsons et al., 2013).
• Just because the practitioners are able to perform at high level of accuracy
in training, treatment drift is common.
• Develop a treatment checklist
• All essential steps
• See Ross et al. (2005) for a sample checklist of discrete-trial arrangement
(p. 415).
• Observe/monitor frequently initially and then thin the schedule or
reduce the observation duration.
• Provide affirmative and constructive feedback
• immediately or delayed
ASR 24
DATA-BASED DECISION
• Collect data for each session to
monitor student progress
• A minimum of three data points per
phase.
• Baseline
• Intervention
• Any changes to intervention
• Analyze: trend, variability, and
level.
• See Lane and Gast (2014) for a
tutorial on how to conduct visual
analysis.
ASR 25
DATA-BASED DECISION
• Meeting your intervention goal with stable data across several
sessions
• Move ahead to the next phase of the intervention (e.g., thinning
reinforcer)
• Terminate the program in case of mastery.
• Moving towards the goal, but the trend is gradual (or variable
data)
• Wait
• Provide additional component
• Not moving towards the goal
• Not effective
• Revise the intervention
ASR 26
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