5:1 Action plan steps to address barriers. 6 5 6 Presented by - - PDF document

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5:1 Action plan steps to address barriers. 6 5 6 Presented by - - PDF document

May 16, 2023 510 likes •597 views

Rewards Dont Work! 3/13/2020 Fine-Tuning Reward Systems to Increase Effectiveness Todays Learning Ob To Objectives Attendees will learn how to: 1. Effectively respond to common statements of Rewards Dont Work! resistance

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SLIDE 1

“Rewards Don’t Work!” Fine-Tuning Reward Systems to Increase Effectiveness 3/13/2020 Presented by Chris Barclay, PhD, BCBA, NCSP and Erin Crosby, MA, BCBA at APBS 2020 1

“Rewards Don’t Work!” Fi Fine ne-Tu Tuning Reward Systems to to Increase Effectiveness

Presented by: Chris Barclay, Ph.D., BCBA, NCSP Erin Crosby, M.A., BCBA

1

To Today’s Learning Ob Objectives

Attendees will learn how to:

  • 1. Effectively respond to common statements of

resistance to providing reinforcement

  • 2. Explain five key factors that may influence the

effectiveness of reinforcement systems

  • 3. Learn to use two practical tools for assessing and

improving alignment of reinforcement plans to effective parameters

2

Tr Treatment Integrity

High Treatment Integrity Low Treatment Integrity Positive Student Outcomes Continue Implementation Determine Unknown Issue Negative Student Outcomes Change Intervention Promote Treatment Integrity

WHY?

3

Operationalizing the Problem

Why even the best-laid reinforcement plans may fail…

The Plan Itself The Implementation of the Plan

  • Parameters of reinforcement in

the plan were unspecified or inadequate

  • Parameters of reinforcement in the

plan were not implemented with fidelity, which could be due to many factors, such as:

  • Skill deficit
  • Performance deficit
  • Logistical/resource barriers
  • Philosophical barriers and/or

resistance Then move to Start here

4

Choice in Interventions

Anderson & Daly (2013)

Coping Planning

Sanetti, Collier-Meek, Long, Byron, & Kratochwill (2015)

  • Well established proactive intervention for

increasing commitment

  • Consistent with partnership/collaboration
  • Choice makes task (i.e. rewards) less averse

by letting the consultee select a more preferred task

  • Identify potential barriers to implementation
  • Collaborate to develop strategies when

barriers are encountered Procedure: Provide 2 function-based appropriate interventions and allow consultee to choose which one to implement. Procedure: Ask consultee to identify 1-2 barriers that might interfere with their ability to implement the intervention. Brainstorm strategies to minimize or eliminate barriers. Action plan steps to address barriers.

Choice in Interventions & Coping Planning

5 Re Reinforcement Systems – Es Estab ablishing Bu Buy-In In

  • Builds relationships
  • Provides feedback on desired behaviors
  • Counters negative traumatic experiences
  • “The undermining effect of extrinsic reward on

intrinsic motivation remains unproven”

  • Builds internal motivation
  • Research on ratio of

positive-to-corrective statements

6

5:1

Successful Marriages Business Teams Learning Supports

6

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SLIDE 2

“Rewards Don’t Work!” Fine-Tuning Reward Systems to Increase Effectiveness 3/13/2020 Presented by Chris Barclay, PhD, BCBA, NCSP and Erin Crosby, MA, BCBA at APBS 2020 2

I shouldn’t have to reward a student for doing something that they sh should be be do doing ng an anyway.

  • That may be true in principle, but if the child’s behavior is as

disruptive as you say it is then it will take a bit of extra effort until it is under control.

  • Since the child is acting inappropriately, they may not have

learned what they should be doing.

  • If we reward the behaviors we want to see, he will catch on to

what behaviors he should display.

  • Everyone needs some type of reinforcement for their behavior

– especially when they are not easy to change.

  • Most kids respond to social approval/disapproval, which is a

type of reinforcement, but for kids who don’t know how to engage in appropriate behaviors or don’t have that kind of history, approval/disapproval may not be enough.

  • We don’t plan to provide the rewards forever. Once we see

consistent understanding of the appropriate behavior we will fade the rewards.

7

It is isn’t fa fair to the rest of the class to provide special rewards to one student.

  • You could give the reward to the student in private – this

would also give them individual positive attention, which would be great.

  • You could implement the reward for the whole class.
  • Because the student is disruptive to the class, the other

students may appreciate an intervention to decrease the problem behavior.

  • The other students are likely well aware that this child needs

extra help.

  • If you thought about this similar to an academic problem, we

wouldn’t feel it was unfair to give reading tutoring only to one child, if they were behind in their reading.

8

Why should the child be reinforced for

  • ne good behavior when they have

been mi misbehaving all day?

  • This is why we need to make sure the child is reinforced for

appropriate behavior more often than for inappropriate behavior.

  • Right now, from their perspective, they are being rewarded for

the inappropriate behavior – they are getting something out of it (negative attention, delaying or escaping work, etc.)

  • If we reinforce the appropriate behavior consistently, they will

realize they are only being rewarded when they act appropriately.

  • This is why it is important to be specific when we provide

praise or rewards so the student is very clear on why they have been reinforced.

9 Shouldn’t we focus more on puni punishm hment instead of “catching” them being good? Aren’t we letting them get away with bad behavior?

  • If we use punishment we aren’t providing the student with an
  • pportunity to learn appropriate or replacement behaviors.
  • When we focus on inappropriate behavior, we often give lots
  • f attention to that problem behavior, which may increase the

problem behavior for many students.

  • We don’t want the teacher/school to be associated with

punishment and negativity. If we reinforce appropriate behavior we can modify behavior while building a more positive relationship between the student and the teacher/school.

10 Ho How muc uch h re reinforc rcement is OP OPTIMAL?

11

5:1

Successful Marriages Business Teams Learning Supports

5 positive interactions to 1 correction

Marisa, great job… Scott, excellent work… Jess, great idea… Marie, nice teamwork… Johnny, get back in your seat...

J a s

  • n

, t h a n k s f

  • r

h e l p i n g . . .

5:1

Praise Corrections

Behavior Corrections Proactive Interaction

11

Do Do you know your “Love Language”?

Just another way of thinking about the Functions of Behavior (i.e., what motivates us)!

The 4 Functions

  • f Behavior

12

12

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“Rewards Don’t Work!” Fine-Tuning Reward Systems to Increase Effectiveness 3/13/2020 Presented by Chris Barclay, PhD, BCBA, NCSP and Erin Crosby, MA, BCBA at APBS 2020 3

Fu Function

  • ns that behavior
  • rs serve:

Problem Behavior Obtain/Get Something Escape/ Avoid Something Social Tangible/ Activity Adult Stimulation/ Sensory Peer

13

Pa Parameters of Reinforcement

Function of Behavior

Immediacy & Frequency Size & Amount Contingency Variety & Choice

Foundation

14

Con Consider…

What is motivating students to engage in the problem behavior?

  • Ex. Chris engages in disruptive behavior

during class in order to

  • btain peer attention

What is most likely to be a powerful reward?

  • iPad time at the end of the day?
  • A “no homework pass”?
  • An activity with peers?
  • Ex. Erin engages in non-compliant

behavior during class in order to avoid/escape tasks What is most likely to be a powerful reward?

  • iPad time at the end of the day?
  • A “no homework pass”?
  • An activity with peers?

15

Con Consider… What do my students prefer?

Survey students in order to identify preferences

  • Which function?
  • Which options within each function are

most powerful More on this topic later!

16

Wh When we can be sure we’ve es establ ablished hed the he ri right re reinforc rcers… Function of Behavior

Immediacy & Frequency Size & Amount Contingency Variety & Choice

17 Wh When we can begin to assess other factors that influ influence the effectiv iveness of f reinf inforcement!

Function of Behavior

Immediacy & Frequency Size & Amount Contingency Variety & Choice

Feed the Function!

18

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SLIDE 4

“Rewards Don’t Work!” Fine-Tuning Reward Systems to Increase Effectiveness 3/13/2020 Presented by Chris Barclay, PhD, BCBA, NCSP and Erin Crosby, MA, BCBA at APBS 2020 4

Factors Influencing the Effectiveness

  • f Fu

Function-Ba Based Reinforcement

Frequency

  • How many opportunities are there to earn?

Contingency

  • How consistently does the response match the behavior?

Variety/Choice

  • How well does the reward match students' varied interests and motivations?

Size/Amount

  • How much reinforcement is provided? How many? For how long?

Immediacy

  • What is the delay between behavior and reinforcement?

19

Build SMART Rewards

S ecure contingency M atching size A ttractive variety R eachable frequency T imely delivery

20

Frequency

Ideally:

  • Initial frequency of R+ slightly exceeds frequency of

baseline challenging behavior (e.g., aggression 2x/day à 3 rewards/day)

  • Intervals are designed to “guarantee” quick access at outset

Monday Tuesday Wednesday

21

Contingency

Ideally:

  • Reinforcement is provided IF and ONLY IF desired

target behavior occurs

22

Variety/Choice

Ideally:

  • Reinforcement matches the function of the problem

behavior, preferences of the student, and is varied

23

Motivating Operations

Comfort Attention Reduced Demands Hunger Lack of attention Difficult Tasks

Variety/Choice

  • Student can

select what is motivating at- the-moment 24

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“Rewards Don’t Work!” Fine-Tuning Reward Systems to Increase Effectiveness 3/13/2020 Presented by Chris Barclay, PhD, BCBA, NCSP and Erin Crosby, MA, BCBA at APBS 2020 5

Size/Amount

Ideally:

  • Size of reinforcement matches challenge of

criteria

25

Immediacy

Ideally:

  • Reinforcement is provided as immediately as possible

after desired behavior

26

Tokens

When paired verbally, can serve as visual support to communicate:

  • Expectations
  • Positive feedback
  • Progress towards goals

27

Com Common

  • n Hac

ack k #1: 1: Mak ake it Tiny

Too Large and/or Distant

  • Timeline is distant
  • Elementary age > daily
  • Secondary age > weekly
  • Consider disability impact
  • n delayed gratification
  • Large effort required for a

relatively small reward

  • Problem behavior occurs

more frequently than student can check progress towards reward Ways to Make it Tiny

  • More check-ins/reviews

with tinier goal, using: q Smaller rewards

  • Reward time limit

q Progress tokens

  • Coupon = Immediate

delivery, delayed use

  • Start with tiny criteria, then

revise with growth

  • Smaller staff delivery effort

(stations, checkbox forms)

28

Com Common

  • n Hac

ack k #2: 2: Br Brai ainstor

  • rm

Poor Contingencies

  • Not feasible for staff to

measure the behavior (e.g., know when to reward)

  • Staff drift in criteria:
  • Inflation (“but she wasn’t
  • n her best behavior”)
  • Deflation (“but he tried

so hard!”)

  • Bootleg reinforcement (“I

get my reward elsewhere”)

  • Hard to withhold attention

Ways to Brainstorm

  • Clarify the criteria for

earning (e.g., more

  • bservable and countable)
  • Use prompting device to

catch it: q MotivAider q awakeningbell.org

  • Planned extinction: remove

attention/access to reward

  • Improve quality of reward

with ideas from Master List

29

Contingency

Ideally:

  • Reinforcement is provided IF and ONLY IF desired

target behavior occurs

30

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“Rewards Don’t Work!” Fine-Tuning Reward Systems to Increase Effectiveness 3/13/2020 Presented by Chris Barclay, PhD, BCBA, NCSP and Erin Crosby, MA, BCBA at APBS 2020 6

Com Common

  • n Hac

ack k #3: 3: Student Input!

Low Variety & Choice

  • Primary function not

established

  • “Treasure Chest” or

“Reward Bins” include tangibles and/or edibles

  • nly
  • No variation of rewards
  • ver time

Ways to Get Input

  • Use a preference

assessment frequently for student input

  • Reward Bins that include

tangibles and “passes” for attention/escape (e.g., interactive activities, task passes)

  • Establish multiple lists of

similar function-based rewards to cycle through

31

Students who are motivated by… …Might like to: Tangible items

  • Receive snacks, candy, or drinks
  • Select a prize from a prize box
  • Receive a raffle ticket to enter for a prize

Students who are motivated by… …Might like to: Escape from non- preferred tasks / activities

  • Homework pass to skip assignment or question
  • 5 minutes computer time
  • Be allowed to write/draw

Students who are motivated by… …Might like to: Peer attention

  • Read a story aloud to a younger student or classroom
  • Select fun activity for the class from a list of choices
  • Be line leader

Students who are motivated by… …Might like to: Adult Attention

  • Assist adult in the building with task
  • Help teacher prepare to present a lesson
  • Take a note to the main office

Reinforcement Ideas

32

Picture(Reinforcement(Survey(

(

Play(with(Friend( ( ( ( ( ( ( ( Toys(

(

Read( ( ( ( ( ( ( Snack( iPad( ( ( ( ( ( ( ( Basketball( ( Homework(Pass(

!! ! ! ! ! ! !

( ( Good(Job(Note(

33

More Examples…

33

Reinforcement Ideas

34

Reinforcement Ideas

2 + I d e a s

35

1 . C h

  • s

e (

  • r

w r i t e

  • i

n ) t h e r e w a r d s y

  • u

w a n t t

  • a

s s e s s

Automated Forced-Choice Reinforcement Survey

36

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SLIDE 7

“Rewards Don’t Work!” Fine-Tuning Reward Systems to Increase Effectiveness 3/13/2020 Presented by Chris Barclay, PhD, BCBA, NCSP and Erin Crosby, MA, BCBA at APBS 2020 7

Automated Forced-Choice Reinforcement Survey

2 . R e c

  • r

d c h

  • i

c e s a s y

  • u

a d m i n i s t e r

37

Automated Forced-Choice Reinforcement Survey

3 . R e v i e w r e s u l t s b y f u n c t i

  • n

a n d r e w a r d i m m e d i a t e l y

38