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Tut 4 - AL BC
| Term | Definition |
|---|---|
| Learning Objective | Apply Operant Conditioning Principles (Reinforcement and Punishment) Real life behaviour change - classroom, home |
| Core Concepts Operant Conditioning Consequences | Positive Reinforcement - Praise after cleaning room Negative Reinforcement - Sunscreen removes sunburn Positive Punishment - Burn touching hot stove Negative Punishment - Loss of gaming time for breaking curfew |
| Positive | Adding stimulus |
| Negative | Removing stimulus |
| Reinforcement Schedules | CRF Fixed Ratio Variable Ratio Fixed Interval Variable Interval |
| CRF (Continuous Reinforcement) | Every time Fast learning, Fast acquisition Resistance to extinction is low |
| FR fixed ratio | Every n responses High response rate and brief pause resistance to extinction is low |
| VR variable ratio | Unpredictable # responses High steady rate (gambling) resistance to extinction is high |
| FI fixed interval | After set time Scalloped pattern Resistance to extinction is low |
| VI variable interval | Unpredictable time avg Steady, moderate rate Resistance to extinction is high |
| VR schedules | Produce very persistent behaviours and common in addictive behaviours (pokies) |
| Variable | resistance to extinction is high |
| Differential Reinforcement Strategies (Behaviour Reduction) | Used to reduce problematic behaviours without punishment by reinforcing more desirable alternatives DRI DRA DRO DRL |
| DRI (incompatible) | Reinforce when a physically incompatible behaviour occurs Example - Reinforce sitting for a child who often stands up |
| DRA (alternative) | A more appropriate behaviour serving same function Example - Reinforce polite requests instead of tantrums |
| DRO (other) | The target behaviour doesn't happen in a time interval Example - Token if student doesn't interrupt for 10 mins |
| DRL (low rate) | Behaviour happens at lower frequency Example - Reward for waiting 30s between blurting answers |
| Punishment | May have ethical issues or unwanted effects (fear, avoidance) |
| Positive Approaches | Preferred in applied behaviour analysis (ABA) |
| Applied Behaviour Analysis (ABA) | Practical application of learning theory to improve behaviour in real world contexts (school, home and workplace) |
| ABA Key steps part one | 1. Identify antecedents and consequences: what triggers the behaviour? What follows it? 2. Determine function: why is the behaviour happening? What's it achieving? 3. Reinforce adaptive behaviour: replace problematic behaviour with a more useful one |
| ABA Key steps part two | 4. Use differential reinforcement: apply dri dra dro or drl as appropriate 5. Monitor progress: collect data and adjust intervention if needed 6. Communicate clearly: share plan with families/teachers in accessible language |
| Case study progress (classroom behaviour) | Imagine a child engaging in repetitive arm movements in class |
| Step by step intervention plan Steps 1-2 | 1. Define Behaviour Use observable, specific terms, what counts as one instance? What dimensions (frequency, duration)? 2. Identify triggers and consequences When does it happen? What precedes/follows it? Is it reinforced unintentionally? |
| Step by step intervention plan Steps 3-4 | 3. Understand the function Is it self regulation? Attention seeking? Escape from tasks? 4. Plan the replacement Which alternative behaviours are more appropriate? How will you reinforce them in the classroom? |
| Step by step intervention plan Steps 5-6 | 5. Choose strategy Pick the best differential reinforcement dri dra dro or dri for your goal Justify your choice 6. Ethics and practicality Avoid punishment. Keep plan respectful, child centered, realistic for busy classroom |
| Step by step intervention plan Step 7 | 7. Communicate plan Write a parent friendly letter + attach a detailed behaviour support plan for staff |
| Communicating Behaviour Plans PART ONE | Parent letter (plain language) Describe the behaviour objectively Explain possible triggers and functions Summarise your intervention plan using supportive language |
| Communicating Behaviour Plans PART TWO | Emphasise the approach is positive, ethical and collaborative Invite the parent to provide input and stay involved Behaviour support plan (for school staff) |
| Behaviour Plan Should include | Operational definition of the behaviour Hypothesised function (eg sensory, escape, attention) Replacement behaviour(s) Chosen reinforcement strategy (eg DRA) Step by step procedures How progress is monitored (eg data sheets, check ins) |
| Operant Conditioning | Behaviour shaped by consequences (R and P) |
| Differential reinforcement | Reduce bad behaviour by reinforcing better ones |
| Reinforcement schedules | Influence rate and persistence of behaviour |
| ABA | Real world application of learning theory |
| Communication | Key skill: translating theory into parent/staff friendly plans |
Created by:
brendonpizarro1