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Module 1 ABA Deirable Behavior-1

Applied behavior analysts recommend individualizing reinforcers for each child based on their reinforcement history and preferences. To be effective, reinforcers must be contingent on the target behavior and delivered promptly after. Contracts between teachers and students should detail reinforcement contingencies in writing to clarify expectations. Shaping involves reinforcing closer approximations to the target behavior over time. Prompts are used to increase the likelihood of a response but should be faded once the behavior is consistent.

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Dhen Loyola
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27 views

Module 1 ABA Deirable Behavior-1

Applied behavior analysts recommend individualizing reinforcers for each child based on their reinforcement history and preferences. To be effective, reinforcers must be contingent on the target behavior and delivered promptly after. Contracts between teachers and students should detail reinforcement contingencies in writing to clarify expectations. Shaping involves reinforcing closer approximations to the target behavior over time. Prompts are used to increase the likelihood of a response but should be faded once the behavior is consistent.

Uploaded by

Dhen Loyola
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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- Applied behavior analysts recommend that teachers find out what reinforcers
work best with which children—that is, individualize the use of particular
reinforcers.
- To find out the most effective reinforcers for a child, you can examine what has
motivated the child in the past (reinforcement history), what the student wants
but can’t easily or frequently get, and the child’s perception of the reinforcer’s
value. Some applied behavior analysts recommend asking children which
reinforcers they like best. Another recommendation is to consider novel
reinforcers to reduce the child’s bore- dom. Natural reinforcers such as praise and
privileges are generally recommended over material rewards such as candy, stars,
and money (Santrock, 2018, p. 224)

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- For a reinforcer to be effective, the teacher must give it only after the child
performs the particular behavior. Applied behavior analysts often recommend that
teachers make “If . . . then” statements to children
- Applied behavior analysts say that it is important to make the reinforcer contingent
on the child’s behavior. That is, the child has to perform the behavior to get the
reward. If Tony does not complete ten math problems and the teacher still lets him
go out to play, the contingency has not been established. (Santrock, 2018, p. 224).

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- Reinforcers are more effective when they are given in a timely way, as soon as
possible after the child performs the target behavior. This helps children see the
contingency connection between the reward and their behavior. If the child
completes the target behavior (such as doing ten math problems by midmorning)
and the teacher doesn’t give the child playtime until late afternoon, the child
might have trouble making the contingency connection (Santrock, 2018, p. 224).

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Contracting involves putting reinforcement contingencies in writing. If problems arise
and children don’t uphold their end of the bargain, the teacher can refer the children
to the contract they agreed to. Applied behavior analysts suggest that a classroom
contract should be the result of input from both the teacher and the student.
Classroom contracts have “If . . . then” statements and are signed by the teacher and
child, then dated (Santrock, 2018, p. 226).

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Shaping involves teaching new behaviors by reinforcing successive approximations to
a specified target behavior. Initially, you rein- force any response that in some way
resembles the target behavior. Subsequently, you reinforce a response that more
closely resembles the target, and so on until the student performs the target
behavior, and then you reinforce it (Santrock, 2018, p. 227).

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A prompt is an added stimulus or cue that is given just before a response that
increases the likelihood that the response will occur. Prompts help get behavior
going. Once the students consistently show the correct responses, the prompts are
no longer needed (Santrock, 2018, p. 226).

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