Negative Reinforcement Strategies Guide
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Carol AlvesNegative Reinforcement Strategies Guide
Uploaded by
Carol AlvesWhat do you mean?
You are just going to let
them out of it? How are they going to learn
they can't escape?
1. Research for the use of negative reinforcement
2. Our point of veiw
3. Reframing escape
4. ACT Matrix Relief and Satisfaction or ACT Consistent Emotion Balance
Scale
5. Functionally Equivalent Behaviors to Access Escape or New Behaviors
6. Noticing Gid to Teach Large Repertoire of Escape
7. Pre-cuing for Escape
8. Delivering Negative Reinforcement
Shared Purpose Matrix
5 senses Experiencing
What behaviors will I see or hear you What behaviors will I see or hear you
using to get away from the yucky using to move towards what is
stuff? important to the group?
What yucky stuff gets in the way? Who or what is important to you in
our shared purpose?
Mental Experiencing
Research
Lie, C., & Alsop, B. (2007). Reinforcement and punishment in behavioral
models of signal detection. Mexican Journal of Behavior Analysis, 33, 45– 55.
Iwata, B.A. (2006). On the distinction between positive and negative
reinforcement. The Behavior Analyst, 29, 121.
Magoon, M.A., Critchfield, T.S., Merrill, D., Newland, M.C., and Schneider, W.J.
(2017). Are positive and negative reinforcement “different”? Insights from a
free‐operant differential outcomes effect. Jrnl Exper Analysis Behavior, 107:
39-64
Marcus, B.A., and Vollmer, T.R. (1995), EFFECTS OF DIFFERENTIAL NEGATIVE
REINFORCEMENT ON DISRUPTION AND COMPLIANCE. Journal of Applied
Behavior Analysis, 28: 229-230.
Kodak, T., Miltenberger, R.G. and Romaniuk, C. (2003), THE EFFECTS OF
DIFFERENTIAL NEGATIVE REINFORCEMENT OF OTHER BEHAVIOR AND
NONCONTINGENT ESCAPE ON COMPLIANCE. Journal of Applied Behavior
Analysis, 36: 379-382
O'Callaghan, P. M., Allen, K. D., Powell, S., & Salama, F. (2006). The efficacy of
noncontingent escape for decreasing children's disruptive behavior during
restorative dental treatment. Journal of Applied Behavior Analysis, 39, 161–
171. [Link]
DON’T forget about Hanley!!
The Noticing Grid: Our Point of View
Noticing How can I get back
What people see What other will do
Level to a level 1
Too Big
for the
environme
nt
A little too
big
moving a
little too
fast for the
environme
nt
Just right
Calm
Slow
Engaged
Reframing Escape Thought Questions
❖ What context elicits escape behaviors for you?
❖ What is your repertoire of escape behaviors?
❖ Do your escape behaviors ever function to get relief from a context
❖ Is there a time when escape isn’t available to you? If so what do you
do?
❖ Are the times that escape is workable or not workable?
❖ Are there times when you have a workable escape but you may select
a not workable escape?
Let’s reframe escape as relief! Now, what skills do we need to build to
reduce the motivation for escape from those contexts!
Individual ACT Matrix
Behaviors to get Relief from Yucky Stuff or Satisfaction by approaching the
people and things we care about.
5 Senses Experiencing
What Behaviors would I see or hear What Behaviors would I see or hear
you using to get relief from the yucky you using to get relief from the yucky
stuff? stuff?
Relief Satisfaction
NOTICING
What yucky stuff shows up? Who or what is important to you?
Intervention Tips
The pendulum of Optimal Learning
Unsafe, Engaged and Learning, or Engaged but Not learning
Engaged and Learning
Unsafe Engaged but NOT Learning
Too many demands high Mostly a level 1 with
frequency of level 3 learning opportunities to Too few demands all level 1
behaviors successfully move to a 2 behaviors
and back down to a 1
Intervention Tip
Distress Tolerance Hierarchy
Data Collection
● Rate of approximations
● Changing criteria
Planned Use of Negative Reinforcement
● Support the development of tolerance to contexts that evoke undesirable
escape behaviors
● Get ahead of escape maintained undesirable behavior
● Promote success for the individual learning desirable ways to escape
environmental context
● Support the development of new learning history with the context
1. Identify antecedents and “sticky” words or contexts that evoke escape
maintained behavior
2. Using the tolerance hierarchy create a list of success approximations towards
tolerating that context.
3. Create a list of desirable behaviors that can produce escape on the hierarchy
that you created.
4. Monitor your Pendulum of Optimal Learning as you provide opportunities for the
individual to learn how to escape using desirable escape behavior.
Data Collection
● Rate of escape due to desirable behavior
● Rate of escape due to undesirable behavior
● Duration of episodes of escape maintained behavior
● Rate of approaching context that historically evoked escape maintained
behaviors
The planned use of Negative Reinforcement Checklist
Antecedents,
Tolerance
“sticky” words, or Desirable Escape Behaviors
Hierarchy
Contexts
Replacement Behaviors or New Behavior Guiding Questions
★ Functional communication for Escape
★ Can the individual identify emotions?
★ Does the individual have a variety of coping or replacement
behaviors?
★ Can the individual tolerate context that emotions show up
★ Can the individual sustain behavior that matches the context when
experiencing emotive states?
★ Can the individual identify when they are getting too big?
★ Can the individual notice changes in context?
★ Can the individual retell past or predict future events?
★ Can the individual inhibit impulsive undesirable behavior when feeling
an emotion?
★ Can the individual notice their capabilities or tolerance?
★ Can the individual notice they are stuck and independently shift their
thinking?
★ Can the individual gather information and use the information to
inform their behavior in context?
★ Can the individual identify context that evokes emotions?
★ Can the individual label behaviors that they use when emotions are
showing up?
★ Can the individual persist in a context towards a value when feeling
an emotion?
★ Can the individual notice behavior getting releif from emotions?
★ Can the individual notice behavior moving towards the people and
things they care about (values)?
★ When they notice they are hooked or stuck can they independently
shift?
★ Can the individual recognize behaviors that work or do not work?
Delivering Negative Reinforcement
What are you going to remove from the environment to increase the future
likelihood of the behavior happening again?
➢ People
➢ Item
➢ Smell
➢ Taste
➢ Touch
➢ Sight
➢ Sound
➢ Entire Environment
➢ Partial environment
➢ Emotion
➢ Eye contact
➢ Demands
➢ Restriction
➢ Time constraint
Deliver Negative and Positive together
➔ Removal of ______ AND access to a tangible
➔ Removal of ______ AND access to attention
➔ Removal of ______AND access to 5 senses item
Delivery Timing
1. Level 1 replacement, new behavior, or approximation on the noticing
grid (prompted or Independent)
2. Level 2 replacement, new behavior, or approximation on the noticing
grid (prompted or independent
3. Level 3 on the noticing grid any approximation (really any seriously) of
replacement or new behavior prompted in any way.
SLOWER IS BETTER
***It is critical to catch these behaviors and remove something or remove
and deliver something before the individual moves to a 3***
PRACTICE and REINFORCE OFTEN
Pre-quing
● Ok here we go! We are going to try ______. You can stay at a 1 and
try _______(behavior). Then we can head right out. I just want you
to try it.
● Now we are moving past bath and body works. You can hold your
nose, stay at a 1 and say out loud that doesn’t smell good to me can
we leave.
● LET’S PRACTICE