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| -better student behavior and achievement-given as praise-encourages students to want to do well or act appropriately-exchanged for something the children want-symbol representing congratulations |
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| -cannot be easily photocopied-laminated-signed by teacher-colored with certain colors or design or style |
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| -meaningful objects, privileges, or activities that individuals receive in exchange for tokens-food items, toys, extra free time, or outings |
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| specific behavior must occur before that reinforcer will be presented.
if a mother wants a child to share toys with a sibling, she may offer praise when sharing occurs |
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| “do it yourself” processhelps an individual become more self awareestablish a baseline of symptoms as a way to monitor change |
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| How to set up self-monitoring |
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- determine anxious behavior
- write down with great detail what the behavior is so it is concrete
- document all behaviors that trigger anxiety IMMEDIATELY
- daily log of behavior
- pay attention to any subtle shift in anxiety level
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| -student stays in learning environment, but is denied the opportunity to participate in activities and receive reinforcement from peers or teachers-aka non-exclusionary time out |
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| -removed from the learning environment and either sent to another area in the room where they face a wall or sent to another teacher’s room-effective for reducing disruptive behavior in elementary classrooms like noncompliance |
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| -focuses on observation-must be observable behaviors and need to be explicitly stated so there’s no room for leeway-the behavior is either followed or it isn’t followed, no middle ground |
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| Phase One of PECS: Physical Exchange |
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- child exchanges picture of desired object for tangible object
- adult says name of object as its being given to child
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| Phase Two of PECS: Expanding Spontaneity |
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- child given communication book
- adult stands further from child but repeats process
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| Phase Three of PECS: Picture Discrimination |
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- adult gives child choice between two pictures
- 2 choices are wanted picture and a picture that the child doesn’t want
- adut changes it to two pictures that the child desires
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| Phase Four of PECS: Sentence Structure |
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- child begins to form sentences using the “I want…” picture
- goal is to be able to use a two picture sequence
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| Phase Five of PECS: Responding to “What do you want?” |
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- adult begins to ask “what do you want?”
- child answers before adult adds the verbal prompt of “I want…”
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| Phase Six of PECS: Responsive and Spontaneous Commenting |
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- adult asks “what do you see?” and child begins to answer question
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- children observe videos of target behaviors and are then told to practice watched behavior
- teach variety of skills
- increase a student with autism’s skills in play, improve self-help skills, and overall increase their communication skills
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- event or operation that temporarily alters effectiveness of a reinforcer
- influences behavior that leads to that reinforcer
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| doesn’t experience a particular reinforcer |
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| individual has experienced a particular reinforcer to such an event that it’s temporarily no longer reinforcing |
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| behaviors to be improved in a behavior modification program |
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| observation by person, more accurate than indirect |
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| interviews, questionnaires, role-playingconvenient and doesn’t require a lot of time |
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| time between the question and the response |
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| time that a behavior lasts |
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| someone does something that is immediately followed by a punisher, that person is less likely to do the same thing again |
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| removal of a specified amount of a reinforcer immediately following behavior |
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