Evidence Based Intervention Network

The Response Cost Raffle

crileytillman — Sat, 17 Sep 2011 13:45:56 +0000

The Response Cost Raffle is an evidence-based intervention with a number of empirical demonstrations of effectiveness from which this brief was developed (e.g. Witt & Ellott, 1982; Proctor & Daniel, 1991). This behavioral intervention was designed to decrease the frequency of classwide inappropriate behavior. This intervention works because it motivates students to reduce their instances of inappropriate behavior through the use of negative punishment (taking away reward opportunities for students who misbehave). This intervention involves giving an entire class of students raffle tickets at the beginning of a predetermined instruction time. If a student engages in inappropriate behavior during the predetermined time, the teacher must remove one raffle ticket for each inappropriate behavior that occurred. When the teacher removes the raffle ticket(s), the teacher also removes opportunities for students to earn prizes by taking away their reward-winning opportunity (ex: raffle ticket) when they engage in inappropriate behavior.

Full Intervention Brief: The Response Cost Raffle
New Modeling Video

Noncontingent Reinforcement

crileytillman — Sat, 17 Sep 2011 13:08:22 +0000

Noncontingent reinforcement (NCR) is a powerful method to reduce problematic behavior. NCR involves giving the student access to a reinforcer frequently enough that they are no longer motivated to exhibit disruptive behavior to obtain that same reinforcer. A classic example of NCR is a teacher placing a child on his or her lap during group instruction such that the child has no motivation to seek the teacher’s attention while the teacher is conducting story time with the class. There have been many empirical demonstrations of the effectiveness of the NCR interventions with a comprehensive demonstration of the evidence base by Carr, Severtson, and Lepper in 2008.

Full Intervention Brief: Noncontingent Reinforcement

Differential Reinforcement of an Incompatible or Alternative Behavior

crileytillman — Sat, 17 Sep 2011 12:21:21 +0000

Children will continue to engage in problem behaviors that are reinforced. Therefore, it is important to minimize reinforcement for disruptive behavior to reduce disruptive behavior. Unfortunately, simply removing reinforcement often results in an “extinction burst”. DR interventions have been developed to concurrently remove or reduce reinforcement for the problem behavior while reinforcing a functionally similar replacement behavior. Thus, the problem behavior diminishes while the child is provided with an alternative (more acceptable) means to access the desired reinforcement. There have been many empirical demonstrations of the effectiveness of differential reinforcement (DR) interventions (Cooper, Heron, & Heward, 2008).

Full Intervention Brief: Differential Reinforcement of an Incompatible or Alternative Behavior
New Modeling Video

Train Diversely

admin — Tue, 12 Apr 2011 14:08:47 +0000

Academic or behavior problems may stem from lack of generalization. The student may know the skill but has not learned to generalize it to a new environment. Training and instruction can be adjusted to maximize potential for generalization. Trainers need to cautiously keep the balance between behavior acquisition (learning the behavior) and behavior robustness (how many environments can the trained behavior be used in?) Four ways to alter training in order to facilitate generalization: use sufficient stimulus exemplars, use sufficient response exemplars, make antecedents less discriminable, and make consequences less discriminable.

Full Intervention Brief: Train Diversely

Incorporate Functional Mediators

admin — Tue, 12 Apr 2011 14:07:47 +0000

Academic or behavior problems may stem from lack of generalization. The student may know the skill but has not learned to generalize it to a new environment. This method incorporates teaching with artificial cues (cues that are not naturally used in generalizing environment) which include using physical object cues, social cues, self-regulated physical object cues, and self-regulated verbal cues.

Full Intervention Brief: Incorporate Functional Mediators

Exploit Functional Contingencies

admin — Tue, 12 Apr 2011 14:07:09 +0000

Academic or behavior problems may stem from lack of generalization. The student may know the skill but has not learned to generalize it to a new environment. This generalization technique utilizes consequences found naturally in or artificially added to the environment in order to promote generalization of behavior. There are four ways to exploit natural functional contingencies: identify natural consequences, recruit natural consequences, modify maladaptive consequences, and reinforce occurrences of generalization.

Full Intervention Brief: Exploit Functional Contingencies

Improving Group Behavior with Randomized Group Contingencies

admin — Tue, 12 Apr 2011 14:06:21 +0000

Randomized group contingencies is a classic evidence based intervention with articles reaching back to the early 1970 (e.g. Axelrod, 1973). The primary purpose of this intervention is to increase the likelihood that a group of students (or one target student within a group) continues to act appropriately. This package can be used for a small group of students or an entire class. This intervention is appropriate after all of the target behaviors (appropriate behaviors – - ex: capacity to sit in seat for at least 30 minutes, raise hand, etc.) for the classroom have been learned and demonstrated by each member of the group or it can be used to teach appropriate or disruptive behavior rules to a population of students (this intervention incorporates teaching rules of behavior). It provides an effective and feasible way to teach and maintain appropriate group behavior.

Full Intervention Brief: Improving Group Behavior
Modeling Videos: Video 1, Video 2

The Good Behavior Game

admin — Tue, 12 Apr 2011 14:05:04 +0000

This classic intervention was developed by Barrish, Saunders & Wolf (1969) to reduce inappropriate behavior without the use of positive social reinforcement and contrived reinforcers (such as candy, pencils, etc). The name may be a little misleading because this intervention is focused on the reduction of inappropriate behavior using reinforcers already found within the classroom environment. This intervention is designed as a competition for two opposing groups of students. The teacher gives a list of “do not” rules and criteria for a reward. The teacher counts every time each team violates one of the rules. The team with the least amount of violations wins.

Full Intervention Brief: The Good Behavior Game
Modeling Videos: Video 1

Antecedent Modifications

admin — Tue, 12 Apr 2011 14:00:08 +0000

Student wants to escape nonpreferred activity, so antecedents are altered to increase task engagement. Antecedent-based procedures can be used to decrease inappropriate behaviors or increase appropriate behaviors.

Full Intervention Brief: Antecedent Modifications
Modeling Videos: Video 1

Choice of Task Sequence

admin — Tue, 12 Apr 2011 13:59:00 +0000

To lower incidences of inappropriate behavior, child will engage in choice. Research has found that just making a choice is reinforcing.

Full Intervention Brief: Choice of Task Sequence
Modeling Videos (YouTube): Video 1, Video 2
Modeling Video (TeacherTube): Video 1