Operant Conditioning. Categories of Positive Reinforcers Tangible Social Activity Token Reinforcers.

Operant Conditioning

Categories of Positive Reinforcers

Tangible Social Activity Token Reinforcers

Tangible Reinforcers You can touch

them CDs Guitars

Social Reinforcers Types

Applause Laughter Nods Smiles

Activity Reinforcers Premack Principle

High Probability Behavior Low Probability Behavior

Token Reinforcers are secondary

reinforcers tokens are

exchanged for other reinforcers

Examples  money frequent flyer miles ESSO gas points

Reinforcement Different Stokes for Different Folks

  How do we know when something will be

reinforcing?

(a) watch them(b) by asking them(c) complete a Reinforcement Survey Schedule

Reinforcer Sampling

a procedure were clients are given a generalized reinforcer without having to behavior to earn it

after they are hooked on the reinforcer, then they will be required to behave to obtain the reinforcer

Administering Reinforcers

can be done in three ways

1) by other people2) by the person3) as a natural consequence

Making Positive Reinforcement Effective

1) deprivation

making a reinforcer scarce can make it more valuable

satiation can be viewed as the opposite deprivation

Making Positive Reinforcement Effective

2) Instructions

instructing someone (whose behavior is to be reinforced) what is involved in obtaining reinforcement

Making Positive Reinforcement Effective

3) Amount of Reinforcer

the greater the amount of reinforcement, the more effective it will be

Making Positive Reinforcement Effective

4) Reinforcer Variety

the more varied and diverse the reinforcers, the more effective it will be

Making Positive Reinforcement Effective

5) Reinforcer Contrast Effects

involves the history of reinforcement an individual has experienced

negative and positive contrast Crespi effects

Making Positive Reinforcement Effective

6) Reinforcement Delay

immediate reinforcers are more effective than delayed reinforcers

Guidelines for the effective application of Positive Reinforcement

1. Select the behavior to be increasedbe specific

2. Select a reinforcer

3. Apply Positive Reinforcementuse lots of praise and physical contact, but vary the types of reinforcers

4. Wean the individual from the Programswitch to an intermittent schedule of reinforcementchange from tangible to social reinforcers

Autism

Autism approx. 1 in 2500 births organically based disorder not due to inadequate

parenting

coined by Kanner in 1943

Autism 1) Deficits in Social

Behaviour little attachment, eye contact prefer to be alone, do not

interact with peers

2) Language deficits 50 % do not develop functional

speech echolalia (repeats speaker

instead of answering speaker)

3) Ritualistic Behaviour same environment, line up

objects, unusual fixations carry certain items with them

Autism 4) Sensory Deficits

5) Self injurious behaviour inflicts physical damage to self head banging, self biting of

hands and wrists

6) Self Stimulation body rocking, spinning in

circles, darting movements rocking foot to foot, doesn’t

play with toys in a normal way

7) Inappropriate Affect flattened, excessive or

inappropriate expression

Autism – Associated Features

50% IQs LT 70

Savants have exceptional ability in one area

“Autistic Savant” have extraordinary

skills not exhibited by most persons.

“idiot savants” (French for unlearned skill)

Epidemiology

10% prevalence in autism 1% prevalence in non-autistic

individuals

Areas of Ability Numbers Dates Art Music

Modifying Autism with

Positive Reinforcement

Lovaas Film

Autism Questions 1) How were Lisa’s tantrums modified? 2) What happened to Pam and Ricky? 3) What were the strengths of the

behavioral approach to treating autism? 4) What were the weaknesses of the

behavioral approach to treating autism?

Video Highlights

1) How were Lisa’s tantrums modified?

Tantrums ignored Extinction bursts Positive reinforcers?

Kissing, food, and verbal praise.

Video Highlights

2) What happened to Pam and Ricky?

initially taught parts of speech, then were transferred to a state hospital in which the staff were untrained to continue teaching

Pam and Ricky lost most of their communication skills.

Pam remained at state hospital, only able to attend to simple household tasks.

Ricky lived in a small teaching home, lost most of his language skills (and spontaneity), but developed some recreational skills (rug hooking)

Design: ABA Design: treatment promoted positive behaviour, but in the absence of training, these behaviours were lost

Video Highlights

3) Strengths of Intervention

Increase in language skills Decrease in self injurious

behaviour More treatment yield more

improvement

Video Highlights

4) Weaknesses of Intervention

1. Limited gains

2. Tended to regress when treatment was removed