Power point about Consequences

1. CONSEQUENCES
PSY 3570: Practicum with Special Populations

2. The Law of Effect
 The effects of our actions determine whether we
will repeat them
This is the foundation of behavioral psychology
Here we deliver either:
 The previously assessed effective reinforcer…
 Or if a mistake is made, a prompt

3. The Prompt Hierarchy
1. Verbal (i.e. repeat SD)
2. Gestural (i.e. point to the correct
stimulus)
3. Partial Physical (i.e. a light nudge on
the elbow)
4. Full Physical (hand over hand)

4. Same
Match

5. Monitoring Criteria
 Two forms of tutor response
1. Reinforcer delivery
2. Correction
 Let’s get a better understanding of what
this means…

6. Monitoring Criteria (Reinforcer)
 Was the reinforcer delivered immediately?
We aim for < 1 second!
 Is the reinforcer effective?
Does the child’s world light up or do they cast it
aside?
 Engages with the item for 10-15 seconds
Remember preference can change rapidly, assess
often
This will be discussed in greater detail during MO
lecture
 Was the intonation appropriate?
Instead of the neutral SD tone, we want jubilation
We should “throw a party” for independent correct
responses

7. Monitoring Criteria (Reinforcer)
 Was social reinforcement paired with
tangible?
Play with your child!
Do not simply hand them their reinforcer, interact
We want to establish ourselves as a learned
reinforcer
 Did you use tangible for last trial?
Always end on a correct response
 Even if it means more trials
 Even if it means relying on a mastered skill
It is important to use tangibles for the last trial
 This gives you time to finish data collection
 This gives you time to transition into next procedure

8. Monitoring Criteria (Correction)
 Was the correction timely?
Typically we wait 3 seconds after SD
 This can be procedure dependent
 This can be child dependent
After 3 seconds, go into prompt hierarchy
 What was the prompt hierarchy?
 Allow time for independent responding at all levels
 Skipping gestural prompts on manipulative imitation
procedures
 Was the child attending to correction?
Similar to delivering the SD, attending is crucial
A correction sans attention is a wasted learning
opportunity

9. Monitoring Criteria (Correction)
 Is the correction implemented as written?
Follow the prompt hierarchy
Read procedures carefully, there may be
unique instructions
 Was the intonation appropriate?
Continue neutral SD tone
Correction is not synonymous with punishment
Do not use a punishing tone of voice
NO!

10. Monitoring Score Recap
 Correction
Timely
Attending
As written
Intonation
 Reinforcer
Immediate
Effective
Intonation
Pair social with tangible
Use tangible for last trial