TOPIC 4-Part I

Procedures to Increase Desirable Behaviour and

Decrease Undesirable Behaviour
 Outline
• Behaviour Functional Assessment
• Applying Extinction and Reinforcement
• Antecedent Control Procedures
• Punishment Procedures and Ethics of Punishment
• Promoting Generalisation
Functional Assessment

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Functional Assessment Methods

1. Indirect (informant) assessment

- behavioral interview
- questionnaires and rating scales

2. Direct observation assessment

- descriptive A-B-C recording
- checklist recording of A-B-Cs
- interval recording of A-B-Cs

3. Functional analysis - manipulate antecedents and consequences

- exploratory - evaluate a number of possible functions or
- hypothesis testing – test and control condition for one function

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Functional Assessment Questions
• Problem behaviors
- Describe all the behaviors involved in the problem.
- Is there a predictable sequence of behaviors?

• Antecedents
- When, where, and with whom does the problem behavior
occur?
- What circumstances, situations, or activities lead to the
problem behavior?
- Are there emotional or behavioral predictors of the problem
behavior?
- Is the problem behavior related to medication, medical
condition, pain, discomfort, problems with sleep, other
biological factors, or other setting events?

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Functional Assessment Questions (con’t)
• Consequences
- What happens when the problem behavior occurs?
- How do people react to the problem behavior?
- What does the behavior get for the child?
- What does the child escape from or avoid by engaging in the
behavior?

• Alternative behaviors
- What do you want the child to do instead of the problem?
- Would this desirable behavior displace the problem?
- Is the child capable of engaging in this behavior?
- What prevents this behavior from occurring?

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Conducting a Functional Assessment
• Begin with an interview or other indirect assessment method
• Develop a hypothesis about the antecedents and
consequences (the function of the behavior)
• Conduct direct observation assessments
• Confirm or modify original hypothesis based on direct
observation assessment
• If assessments are consistent, develop and implement
treatment that addresses the function of the behavior
• If indirect and direct assessments are not consistent, conduct
further functional assessments
• Conduct functional analysis to confirm hypothesis or resolve
inconsistency between indirect and direct assessment

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• Shelly is a 15 year old student with severe mental retardation
and little functional language in a special ed. class. During
“prevocational work activities” she sits at a table with 5 peers
and is expected to do repetitive tasks (e.g., sorting) for a hour.
Her teacher is frequently busy handling materials and dealing
students at other tables. When her teacher is not near by,
Shelly slaps Mavis, the student next to her. Mavis screams and
the teacher runs over to Shelly and scolds her. Aggressive
behavior only occurs when Mavis sits next to Shelly. Other
students have hit Shelly back so she no longer slaps them.
• Problem behavior: slapping Mavis
• Alternative behavior: _______________________
• Antecedents: SD____________ EO ______________
• Reinforcing consequence: __________________
• Treatment options: ______________________

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• Shelly is a 15 year old student with severe mental retardation
and little functional language in a special ed. class. During
“prevocational work activities” she sits at a table with 5 peers
and is expected to do repetitive tasks (e.g., sorting) for a hour.
Her teacher is frequently busy handling materials and dealing
students at other tables. When her teacher is not near by,
Shelly slaps Mavis, the student next to her. Mavis screams and
the teacher runs over to Shelly and scolds her. Aggressive
behavior only occurs when Mavis sits next to Shelly. Other
students have hit Shelly back so she no longer slaps them.
• Problem behavior: slapping Mavis
• Alternative behavior: completing work or asking for attention
• Antecedents: SD Mavis nearby EO no teacher attention
• Reinforcing consequence: attention from Mavis and teacher
• Treatment options: ______________________

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Applying Extinction

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Using Extinction
1. Define problem behaviors and implement data collection
2. Conduct a functional assessment to identify the reinforcer for the problem
behavior
3. Eliminate the reinforcer for the problem behavior
** Important considerations **
- Have you identified the reinforcer?
(Extinction must be functional)
- Can you eliminate the reinforcer?
(Is the reinforcer under your control?)
- Is it safe to use extinction?
(Is the behavior dangerous?)
- Can you tolerate an extinction burst?
(How bad will the behavior get?)
- Can you be consistent?
(Will everyone use extinction? All the time?)

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Using Extinction (Con’t)

4. Consider the schedule of reinforcement prior to extinction

- Less resistance to extinction following CRF
- Extinction decreases behavior more slowly following intermittent
reinforcement

5. Use differential reinforcement

- Reinforce an alternative behavior to replace the problem behavior

6. Take steps to promote generalization and maintenance

- Use extinction in all relevant circumstances
- Have everyone use extinction, all the time
- Continue to use extinction over time long after the problem behavior
has decreased

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Examples – Applying Extinction
Describe extinction and possible problems for each example

• A 4 year old’s tantrums

antecedents: parent makes requests during preferred activities
consequences: escape from requested activity; continues preferred activity
antecedents: teacher busy with other students
consequences: teacher directs attention to the child

• A 4 year old’s tantrums

Antecedents: teacher makes academic demand
Consequences: teacher provides extended interaction and assistance

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Differential Reinforcement

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Differential Reinforcement of Alternative Behavior
(DRA)
• Reinforcer is delivered for desirable behavior

• Extinction for the problem behavior

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 Examples of DRA
• A child’s good table manners are reinforced with praise and by
passing the requested food. The child’s bad table manners are
extinguished by ignoring and not passing food.
• Punching the correct code numbers in the ATM is reinforced with
cash. Punching the wrong numbers in the ATM is extinguished by
getting no cash.

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When to Use DRA
1. You want to increase a desirable behavior and/or decrease
undesirable behaviors.
2. The desirable behavior already occurs at least occasionally or you
can prompt it.
3. You have a reinforcer you can use.

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Antecedent Control
Procedures

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Using Antecedent Control Procedures
Identify antecedents and consequences for desirable
and competing behaviors
• Assess response effort for desirable and competing
behaviors
• Determine which relevant SDs and EOs you can
manipulate
• Determine whether you can manipulate response
effort for desirable or competing behaviors

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Questions?