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CSD 332 - Unit 7
| Question | Answer |
|---|---|
| SLPs have two clinical tasks | • To increase desirable communication behaviors • To decrease or eliminate undesirable behaviors and replace them with more positive and appropriate behaviors |
| The client typically exhibits 2 sets of behavior that need to be decreased | 1 Inappropriate communication behaviors 2 Interfering behaviors |
| Inappropriate Communication Behaviors | Typical undesirable behaviors clients give in place of desirable or appropriate speech-language behaviors • Examples: Misarticulation of sounds Stuttering Inappropriate pitch |
| Interfering Behaviors | Extraneous non-speech behaviors that interrupt the treatment process. must focus on interfering so it does not affect desirable. ◦ Example: crying wiggling in chair interruptive talking crawling under the table |
| How to reinforce undesirable behaviors | • Positive Reinforcement • Negative Reinforcement • Automatic • Reinforcement |
| Positive Reinforcement | a behavior will increase because of events that follow that behavior, Behaviors maintained by positive reinforcement increase when attended to and decrease when ignored Example: Giving a client attention |
| Negative Reinforcement | a behavior that successful in terminating in adverse event that is more likely in the future ◦ Example: terminating a therapy task because a child crawls under the table ◦ By terminating the therapy task you are negatively reinforcing the behavior |
| Automatically reinforcing undesirable behaviors | Automatic reinforcers are sensory reinforcers. • Examples: self stimulating behaviors (hand flapping, rocking…) • These tend to occur when there is lack of stimulation in the client’s environment |
| Strategies to decrease undesirable behaviors | • There are direct and indirect behavior reduction strategies. |
| Four Direct Behavior Reduction Procedures | 1. Extinction 2. Stimulus Presentation 3. Stimulus Withdrawal 4. Imposition of work |
| Extinction | ◦ The reinforcer is terminated, and the response is allowed to be made ◦ Extinction is similar to… ◦ Typically, extinction is a gradual process |
| Educating the client’s significant others about extinction | • It is important to educate the parents of young children about what you are doing • Parents may get upset when the see the clinician ignoring their crying child • Let it happen and eventually the client will come around |
| Limitations of Extinction | 1. Show signs of anger, frustration, or aggression 2The extinguished response may reappear 3. The extinction process can be uncomfortable for the clinician 4. Extinction should not be used to reduce aggressive, self-destructive, or disruptive behaviors |
| Stimulus Presentation/Punishment | ◦ When a stimulus is presented immediately after the occurrence of the undesirable behavior to reduce this behavior |
| ◦ Corrective Feedback | Immediately after the client provides an undesirable behavior, the clinician gives feedback telling the client that their response is incorrect |
| Three types of Corrective feedback | Verbal Corrective Feedback Nonverbal Corrective feedback Mechanical Feedback |
| Stimulus Withdrawal | A stimulus or event is withdrawn immediately after the undesirable response is made • There are 2 kinds of stimulus withdrawal procedures 1 Time out 2 Response Cost |
| Time Out | After the client makes an undesirable response, the client has a time-out period where all reinforcing event are suspended |
| 3 major types of time out | Isolation time out Exclusion time out Nonexclusion time out |
| Verbal Corrective Feedback | The clinician verbally tells the client that their response is incorrect |
| Nonverbal Corrective Feedback: | The clinician uses nonverbal signs (gestures, raising a hand…) when an incorrect response is made |
| Mechanical Feedback: | Using a computer program to provide feedback |
| Isolation Time Out | The person is removed from the environment. This is the most extreme form |
| Exclusion Time Out | The misbehaving person is excluded from normally reinforcing activities |
| Non-exclusion time out | There is a brief period of no reinforcement that follows the undesirable response. |
| Response Cost | each wrong response cost the client a reinforcer |
| Advantages of Response Cost | -It is easy to use -It is effective to use in the clinic, school, or home -It is not as restrictive as time-out |
| Two Types of Response Cost | Earn and Lose Lose Only |
| Earn and Lose | need to ask again • Example: The client may be given tokens, points, stickers for correct responses and then the tokens are taken away for incorrect response |
| Lose Only | the clients tokens are taken away for incorrect responses • Example: The clinician gives the client a certain number of tokens at the beginning of the session and takes them away as the client exhibits incorrect responses |
| Distinctions between Response Cost, Time, Out and Extinction | ◦ In extinction, the clinician does nothing specific each time the behavior occurs ◦ In time-out and response cost, the clinician does something each time the behavior occurs ◦ In time-out, no reinforcement ◦ In response cost, take reinforcer away |
| Imposition of Work | ◦ This is also called overcorrection ◦ This requires the person to eliminate the effects of the misbehavior and then practice an appropriate behavior ◦ Rarely used in speech therapy |
| Indirect Methods | The clinician places no response reducing contingencies on the behavior to be reduced reduce problem behaviors by reinforcing desirable behaviors that replace undesirable behaviors ◦ Basically, the clinician is reinforcing the desirable behavior |
| Differential Reinforcement | One behavior increases and another behavior decreases |
| 4 different types of differentials Reinforcement | ◦ 1. Differential Reinforcement of Other Behavior (DRO) ◦ 2. Differential Reinforcement of Incompatible Behavior (DRI) ◦ 3. Differential Reinforcement of Alternative Behavior (DRA) ◦ 4. Differential Reinforcement of Low Rate of Responding (DRL) |
| Differential Reinforcement of Other Behavior (DRO) | ◦ DRO specifies which behavior will not be reinforced ◦ Example: In therapy say you will not provide reinforcement if an undesirable pitch level is produced. Reinforce only if appropriate pitch level. if pitch inappropriate reinforcement stops |
| Differential Reinforcement of Incompatible Behavior (DRI) | ◦clinician reinforces opposite of undesirable behavior. ◦ effective in controlling physical behaviors (ie wiggling, looking away…) ◦ Example: the clinician reinforces when the client when they are sitting quietly (the opposite of wiggling) |
| Differential Reinforcement of Alternative Behavior (DRA) | Reinforces behavior personally and socially a desirable vs. undesirable behavior ◦ Example: If client does something socially appropriate like plays with a stress ball they will be reinforced. If child starts chewing on shirt, stop reinforcement |
| Differential Reinforcement of Low Rates of Responding (DRL) | ◦ DRL the clinician gradually reduced the frequency of a problem behavior to a more manageable level ◦ Some clients exhibit undesirable behaviors at high frequencies; therefore, it is best to reduce their frequency gradually |
| Two different ways to perform DRL | ◦ 1. allows client to perform the behavior once during a predetermined a time and gradually increases amount of time ◦ 2. allows the client to perform undesirable behavior a certain number of times before decreasing behavior |
| summary of Indirect Methods | Two different ways to perform DRL |
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