Special Education K-5 ELA and Supplemental Guide

Behavioral Instructional Priorities TIER 1 Implementation Guide

Link to Tier 1 - Instructional Guide document

DIFFERENTIAL REINFORCEMENT Differential reinforcement is when reinforcement is provided for appropriate behavior and reinforcement is withheld when inappropriate behavior occurs. This increases appropriate behavior while decreasing inappropriate behavior.

Implementation Example(s): Determine Schedule of Reinforcement: Using baseline data, determine how frequently the behavior is occurring. Reinforcement needs to occur at a high rate than the inappropriate behavior. Structured Schedule of Reinforcement: A predetermined schedule of reinforcement including detailed of how often the behavior has to occur before reinforcement is provided. Determine if is is a time requirement or a task completion requirement before the reinforcement can be delivered. It also needs to be determined what happens if the challenging behavior occurs during the scheduled reinforcement. Does the criteria for reinforcement pause or have to start over? Example: 10 or 5 Frame Token Board. A token board or 10 frame is a visual representation of how ‘many more’ the student has to earn before they received their larger reinforcement. For example, Student A earns a star token every minute they are in their seat. They need to earn 5 stars before they can play with legos in the calm corner. If Student A gets out of their seat, without permission, their timer resets once they are back in their seat. Student A does not loose tokens for leaving their seat. Student B earns a token for every math problem done correctly. Once they have earned 10 tokens, they earn a coloring page of their choose to work on for 10 minutes. (See Token Economy) WARNING: Tokens or items earned should never be taken away. If the inappropriate occurs, no reinforcement should be given until appropriate behavior occurs again, but already given reinforcement should remain.

Implementation Guidelines: ● Define desirable behavior

● Define challenging behavior ● Take baseline data ● Determine rate of reinforcement

○ *Frequent ○ *Random ○ Structured

● Create menu of

possible reinforcers ● Collect and analyze intervention data ● If behavior is improving: fade reinforcement schedule ● If behavior is increasing: increase rate of reinforcement

*See Frequent and Random Schedules of Reinforcement on the previous page.

Fidelity Check: ❏ Outside Observer: The rate of reinforcement is happening frequently enough. The reinforcement matches the function of the behavior. The student is motivated by the reinforcer ❏ If the data shows higher rates of reinforcement are required, more are provided. If data shows less rate of reinforcement or required, a fade procedure is implemented.