“Rewards Don’t Work!” 3/13/2020 Fine-Tuning Reward Systems to Increase Effectiveness Today’s Learning Ob To Objectives Attendees will learn how to: 1. Effectively respond to common statements of “Rewards Don’t Work!” resistance to providing reinforcement Fi Fine ne-Tu Tuning Reward Systems 2. Explain five key factors that may influence the to Increase Effectiveness to effectiveness of reinforcement systems 3. Learn to use two practical tools for assessing and improving alignment of reinforcement plans to Presented by: Chris Barclay, Ph.D., BCBA, NCSP effective parameters Erin Crosby, M.A., BCBA 1 2 Operationalizing the Problem Tr Treatment Integrity Start Why even the best-laid reinforcement plans may fail… here WHY? High Treatment Low Treatment The Implementation of the Integrity Integrity The Plan Itself Plan Positive Student Continue Determine Unknown Then move to Implementation Issue Outcomes Parameters of reinforcement in the • plan were not implemented with fidelity, which could be due to many Negative Student Promote Treatment Change Intervention Parameters of reinforcement in factors, such as: • Integrity Outcomes the plan were unspecified or • Skill deficit inadequate • Performance deficit • Logistical/resource barriers • Philosophical barriers and/or resistance 3 4 Choice in Interventions Reinforcement Systems – Es Re Estab ablishing Bu Buy-In In & Coping Planning • Builds relationships Choice in Interventions Coping Planning • Provides feedback on desired behaviors Anderson & Daly (2013) Sanetti, Collier-Meek, Long, Byron, & Kratochwill (2015) • Counters negative traumatic experiences • Well established proactive intervention for increasing commitment • “ The undermining effect of extrinsic reward on • Identify potential barriers to implementation • Consistent with partnership/collaboration • Collaborate to develop strategies when intrinsic motivation remains unproven ” barriers are encountered • Choice makes task (i.e. rewards) less averse • Builds internal motivation by letting the consultee select a more Business preferred task Teams • Research on ratio of Procedure: Provide 2 function-based Procedure : Ask consultee to identify 1-2 barriers Successful Learning appropriate interventions and allow consultee that might interfere with their ability to positive-to-corrective Marriages Supports to choose which one to implement. implement the intervention. Brainstorm strategies to minimize or eliminate barriers. statements 5:1 Action plan steps to address barriers. 6 5 6 Presented by Chris Barclay, PhD, BCBA, NCSP and Erin Crosby, MA, BCBA at APBS 2020 1
“Rewards Don’t Work!” 3/13/2020 Fine-Tuning Reward Systems to Increase Effectiveness I shouldn’t have to reward a student It is isn’t fa fair to the rest of the class to for doing something that they sh should provide special rewards to one student. be be do doing ng an anyway . • That may be true in principle, but if the child’s behavior is as • You could give the reward to the student in private – this disruptive as you say it is then it will take a bit of extra effort would also give them individual positive attention, which until it is under control. would be great. • Since the child is acting inappropriately, they may not have learned what they should be doing. • You could implement the reward for the whole class. • If we reward the behaviors we want to see, he will catch on to • Because the student is disruptive to the class, the other what behaviors he should display. students may appreciate an intervention to decrease the • Everyone needs some type of reinforcement for their behavior problem behavior. – especially when they are not easy to change. • The other students are likely well aware that this child needs • Most kids respond to social approval/disapproval, which is a type of reinforcement, but for kids who don’t know how to extra help. engage in appropriate behaviors or don’t have that kind of • If you thought about this similar to an academic problem, we history, approval/disapproval may not be enough. wouldn’t feel it was unfair to give reading tutoring only to one • We don’t plan to provide the rewards forever. Once we see child, if they were behind in their reading. consistent understanding of the appropriate behavior we will fade the rewards. 7 8 Why should the child be reinforced for Shouldn’t we focus more on puni punishm hment one good behavior when they have instead of “catching” them being good? Aren’t been mi misbehaving all day? we letting them get away with bad behavior? • This is why we need to make sure the child is reinforced for appropriate behavior more often than for inappropriate • If we use punishment we aren’t providing the student with an behavior. opportunity to learn appropriate or replacement behaviors. • Right now, from their perspective, they are being rewarded for • When we focus on inappropriate behavior, we often give lots the inappropriate behavior – they are getting something out of of attention to that problem behavior, which may increase the it (negative attention, delaying or escaping work, etc.) problem behavior for many students. • If we reinforce the appropriate behavior consistently, they will • We don’t want the teacher/school to be associated with realize they are only being rewarded when they act appropriately. punishment and negativity. If we reinforce appropriate behavior we can modify behavior while building a more • This is why it is important to be specific when we provide positive relationship between the student and the praise or rewards so the student is very clear on why they have teacher/school. been reinforced. 9 10 Ho How muc uch h re reinforc rcement is OP OPTIMAL ? Do you know your “Love Language”? Do Just another way of thinking about the Business Proactive Behavior Teams Functions of Behavior (i.e., what motivates us)! Interaction Corrections Successful Learning Marriages Supports n k s o n , t h a J a s g . . . h e l p i n f o r 5:1 Marie , nice teamwork… The 4 Jess , great idea… Scott , excellent Functions 5 positive work… Johnny , get back in of Behavior your seat... interactions to Marisa , great job… Praise Corrections 1 correction 5:1 11 12 11 12 Presented by Chris Barclay, PhD, BCBA, NCSP and Erin Crosby, MA, BCBA at APBS 2020 2
“Rewards Don’t Work!” 3/13/2020 Fine-Tuning Reward Systems to Increase Effectiveness Fu Function ons that behavior ors serve: Pa Parameters of Reinforcement Problem Behavior Immediacy & Frequency Escape/ Obtain/Get Avoid Something Something Contingency Size & Variety & Stimulation/ Tangible/ Social Amount Choice Sensory Activity Function of Adult Peer Foundation Behavior 13 14 Con Consider… What do my students prefer ? What is motivating students to Con Consider… engage in the problem behavior ? Survey students in order to identify More on this topic later! preferences Ex. Erin engages in non-compliant Ex. Chris engages in disruptive behavior Which function? behavior during class in order to • during class in order to avoid/escape tasks obtain peer attention Which options within each function are • most powerful What is most likely to What is most likely to be a powerful reward? be a powerful reward? • iPad time at the end of the day? • iPad time at the end of the day? • A “no homework pass”? • A “no homework pass”? An activity with peers? • An activity with peers? • 15 16 When we can be sure we’ve Wh When we can begin to assess other factors that Wh es establ ablished hed the he ri right re reinforc rcers… influence the effectiv influ iveness of f reinf inforcement! Immediacy Immediacy & & Frequency Frequency Contingency Contingency Size & Variety & Size & Variety & Amount Choice Amount Choice Feed the Function! Function of Function of Behavior Behavior 17 18 Presented by Chris Barclay, PhD, BCBA, NCSP and Erin Crosby, MA, BCBA at APBS 2020 3
“Rewards Don’t Work!” 3/13/2020 Fine-Tuning Reward Systems to Increase Effectiveness Factors Influencing the Effectiveness Build SMART Rewards of Fu Function-Ba Based Reinforcement S ecure contingency Frequency • How many opportunities are there to earn? M atching size Contingency • How consistently does the response match the behavior? A ttractive variety Variety/Choice • How well does the reward match students' varied interests and motivations? R eachable frequency Size/Amount • How much reinforcement is provided? How many? For how long? T imely delivery Immediacy • What is the delay between behavior and reinforcement? 19 20 Frequency Contingency Ideally: Ideally: • Initial frequency of R+ slightly exceeds frequency of • Reinforcement is provided IF and ONLY IF desired baseline challenging behavior target behavior occurs (e.g., aggression 2x/day à 3 rewards/day) • Intervals are designed to “guarantee” quick access at outset Monday Tuesday Wednesday 21 22 Variety/Choice Motivating Operations Comfort Ideally: Attention Variety/Choice Reduced • Reinforcement matches the function of the problem Demands behavior, preferences of the student, and is varied •Student can select what is motivating at- Hunger Lack of the-moment attention Difficult Tasks 23 24 Presented by Chris Barclay, PhD, BCBA, NCSP and Erin Crosby, MA, BCBA at APBS 2020 4
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