Post Topic-Explain why it is important to reinforce functionally equivalent alternatives to problem behavior when using a reductive procedure. Give an example of using both a reductive procedure combined with reinforcement of a functionally equivalent behavior in reducing self-stimulatory behavior in a child with autism.
Basically looking to explain why certain behaviors (functionally equivalent behaviors. Hint: think about the functions of behavior) at the same time you are working to reduce other behaviors. After you explain the principles behind this recommnedation, give an example of how you would do it (reinforce specific behaviors at the same time you are reducing other behaviors.
In this Discussion, you will focus on techniques designed to reduce the frequency of problem behavior. You will examine punishment techniques as well as supplemental positive approaches to complement and build upon these reductive procedures. Behavior analysts understand that unless you can find a functionally equivalent positive behavior to replace the behavior you want to reduce in frequency, the less likely you are to see lasting behavior change.
- Chapter 12, “Negative Reinforcement” (pp. 291–303)
- Chapter 14, “Punishment by Stimulus Presentation” (pp. 326–355)
- Chapter 15, “Punishment by Removal of a Stimulus” (pp. 356–371)
Retrieved from the Walden Library databases.
Measuring Behavioral Momentum by Nevin, J. A., in Behavioural Processes, Vol. 57/Issue 2-3. Copyright 2002 by Elsevier Science & Technology Journals. Reprinted by permission of Elsevier Science & Technology Journals via the Copyright Clearance Center.
Laureate Education (Producer). (2014h).
Week 7 introduction [Video file]. Baltimore, MD: Author.