Identifying Reinforcers (continuation)

Interview with Parent or Teacher

Can also be used in an effort to obtain and rank the childs reinforcers. To determine the level of understanding and acceptance of behavior change techniques by the individual who works directly with the child.

Disadvantages The parents or teachers level of sophistication as an objective observer is unknown.

Direct Observation
Requires the teacher to observe the childs self selected activities in a variety of situations and to list those activities the child chooses. These self-selected activities and items can be used during the intervention as rerinforcers. Can only be determined by implementation.

A few additional suggestions for the selection and use of reinforcers may be useful:

1. What is highly reinforcing for one child may not be for another. 2. With overexposure, even the most powerful reinforce will lose strength and must be replaced. 3. A good reinforcement system is an everchanging blend of established and potential reinforcers. 4. Reinforcers should not be thought of only in terms of tangible items. There are many activities and privileges that are potent reinforcers.

Disadvantages Different children value different consequences. It is nearly impossible to identify any event or item that will serve as a positive reinforce for all children. The schedule on which the reinforcement is delivered has considerable influence on the behavior change process.

Phasing Out Reinforcers

Accomplished primarily by changing from a fixed interval or ratio reinforcement schedule to a variable interval or ratio reinforcement schedule and by the systematic attenuating or lessening of the average frequency of reinforcer presentation.

Procedures applied to phasing out reinforcers are as follows: SR-Social Reinforcer TR-Tangible Reinforcer frs-fixed reinforcement schedule vrs-variable reinforcement schedule

1. SR(frs), TR(frs) 2. SR(frs), TR(vrs)X 3. SR(vrs)X

Reinforcement Area
This area should be selected before a behavior change program is implemented and should contain those items needed to provide reinforcers. Among the items may be the following: Table, Chairs, rug, Reading material, art materials, games, listening equipment, viewing equipment

 The furnishings, materials, and equipment in a reinforcement area must be selected in response to the age, physical size, developmental levels, and interests of the students using the area. It is recommended that the reinforcement area be a separate area of the classroom or home that is used exclusively for reinforcement. The area should never be used or associated with punishment, nor should the reinforcement area be used as a work area.

THANK YOU FOR LISTENING!