Lec 14 DRC=differential reinforcement of communication DRA= differential reinforcement of alternating behavior DRL= differential reinforcement of low rate DRO=

differential reinforcement of other behavior In this chap, we are combining reinforcement and extinction. DRA- ex lady taking money from ATM we need a component that is reinforcing and extinguishing. Punching the correct code in ATM is reinforcing bcz money comes out. The extinguishing component is when you put code in & it says error. Thus, punching the correct code becomes reinforcing. Young child eating nutritious meal - table manners are reinforced by getting praise from parents. If child asks for condiments/food- will get them only if shows good table manners. The bad table manner will not allow the child to receive the food. Incomparable behavior- two behaviors cant occur at a time. Ex driving after excessive alcohol- increase behavior of taking a ride on a cab or with a friend. Biting nails- make the person put their hand deep inside the pockets so they have to make an effort to take them out. Swearing-if parents talk without swearing, then this will decrease the swearing behavior in children DRC- used to get a young child gets out of un-preferable behavior. Instead the child is reinforced by escape behavior (e.g. you can get the child to ask what they need). This happen in class room setting with adolescent. Whole Interval DRO tends to be more effective. Momentary DRO is affective after the whole IDRO is applied. It acts as maintenance. Present the child with bunch of reinforcing items and see which one of them the child really attaches to so u can use them later as a reinforcing consequence. DRO example: Jerry engage in self injurious behavior (repeatedly scratches and stayed in hospital all his life). They used tokens as a generalized reinforcer (since it can be exchanged for variety of items) and the person becomes less satiated. Jerry could use it for food items, video games and others (things that tend to not lose their flavor). DRO of two min without scratching himself, he will get a token. The clinical investigator observed the behavior from one way mirror. Then we increased the interval to 4 min then to 20, 40, 50 -> whole day.

We could also go about this by putting mittens on his hand. Then, they allowed him to act like in post clinical setting. After two years, he was discharge. They didnt tell what happen over the years but they continue the DRO. This was success story.

Sometimes we just want to turn down behavior to some notches but not necessarily eliminating it. Use the DRL that is comfortable for parents, teachers and everyone Dont keep out the client in the wind- try to tell them about procedure, intervals, and maximum responses in an interval and also provide the feedback & praise Full session DRL: Smoking- individual who smokes 6 times a day- >reduce 5/day and reinforce it by music or something that is reinforcing. Child who gets up frequently from table -> child can gets up no more than 2 times and in the end he will get dissert. Spaced responding DRL: Child raising his hand frequently-it disrupts the students in the class. Teacher can say that I wont respond to you unless its been 10 min since you have raised your hand. The reinforcement is given if they follow this in the form of attention or interaction with the teacher. If they raised their hand before the interval ends, the clock starts again. In other words, if you keep changing the window by raising your hand, you will not get call upon. Some individuals frequently eat too fast and constantly throw up they are usually malnutrition and below the BMI. You can use spaced DRL by only allowing spoonful of food if its been 15 sec since they last put in the food in mouth. This way you allow the individual to fully chew the food and swallow it.