Sometimes it is difficult to implement extinction, such as when working with a larger, combative individual or when responsible for other concurrent activities (e.g., teaching other students). Thus, DRA may be an appealing intervention when the plan will be implemented by someone without rigorous training in ABA techniques (e.g., a caregiver) and who may not be able to implement with high levels of treatment fidelity (Carter, 2010 Athens & Vollmer, 2010). For instance, Roane and Ringdahl (1999) showed high levels of appropriate behavior both when DRA was implemented with high fidelity and when there were errors such as missed reinforcement for appropriate behavior and occasional reinforcement of problem behavior. A benefit of DRA is that it can be resistant to treatment fidelity errors. Consequence Strategiesĭifferential reinforcement of alternative (DRA) behavior provides reinforcement for appropriate behavior and withholds reinforcement for problem behavior. Although demand fading can be used without extinction, it often works best when combined with escape extinction (Zarcone et al., 1994). Be sure to determine criteria both for increasing demands, and if needed, for reducing the number of demands based on the individual’s behavior. Because all demands are removed, there should be an immediate and large decrease in problem behavior. For some a thumbs up, tap on the desk, or other discrete cue is sufficient, while others need someone to remove the work and state, “Great working on math, time for a break.” (Vollmer, Marcus, & Ringdahl, 1995 Lalli, Casey, & Kates, 1997).Īnother option is demand fading, where all demands are removed and then gradually re-introduced. Individualize the type of signal used to inform the individual that she or he is on a break. Over time, the schedule should become more natural for the environment. When implementing NCE, begin with a dense schedule of reinforcement, below baseline levels of problem behavior, to ensure the individual contacts the contingency reliably. Noncontingent escape (NCE) provides a break from the on-going task based on the passage of time. Continue until all tasks have been chosen. For instance, place the tasks in an array and have the individual choose one to complete. If you are not sure which tasks are considered preferred, conduct a preference assessment. When designing a schedule, it is beneficial to incorporate both preferred and non-preferred tasks (May, 2019) to build momentum for on-task behavior. Schedules, whether picture or written, set the expectation for what is required. In addition, incorporating individuals’ interests (e.g., behavior traps) and using project-based assignments can increase on-task behavior and task completion while maintaining the integrity of the instructional objectives (Alber & Heward, 1996 Clark et al., 1995 Dunlap et al. Providing activity choices (e.g., Romaniuk et al., 200) and interspersing known with unknown targets (Rapp & Gunby, 2016) are common adjustments. Consider task parameters (e.g., length, novelty, order of presentation, pace of delivery), environmental factors (e.g., teacher or peer proximity, distractions), and ensure prerequisite skills are present and tasks are functional for the individual. Many antecedent strategies involve assessing and adjusting parameters of curricular targets and instructional procedures that may occasion problem behavior. Stefanie Perrin, MSEd, BCBA Antecedent Strategies
0 Comments
Leave a Reply. |