This document discusses consequence-based behavior interventions. It describes how consequences like reinforcers and aversive stimuli are used to control behavior. Consequence-based interventions work by changing the contingency controlling inappropriate behavior to decrease or eliminate it. Interventions are chosen based on a functional behavior assessment and may include positive behavior interventions like differential reinforcement or extinction combined with non-contingent reinforcement. Differential reinforcement techniques provide reinforcement for alternative behaviors instead of the inappropriate one.

1. CONSEQUENCE-BASED
BEHAVIOR
INTERVENTIONS
PSY 3570: Practicum with Special Populations

2. Consequences
 Consequences are stimuli that are presented
or removed contingent on the occurrence of
behavior
Reinforcers
Aversive Stimuli
 The delivery of these consequences determine
the type of contingency controlling the
behavior
2

3. Consequence-Based Interventions
 Consequence-based interventions decrease
the likelihood that an inappropriate behavior
will occur again
 Consequence-based interventions decrease or
eliminate inappropriate behavior by altering
the controlling contingency
3

4. Selecting an Intervention
 Consequence-based
behavior interventions
are determined based
on the results of a
functional
behavioral
assessment
 Results tell us the
function of the
behavior, which
allows us to then
determine the
appropriate
intervention
4

5. Intervention Types
5
 We try not to use aversive consequences
(penalty, punishment) because of classroom
policy, so we are just going to highlight the
ones that we do use
 Please note: This is not an all-inclusive list of
interventions!!

6. Positive Behavior Interventions
6
 Positive behavior interventions use
reinforcement strategies to increase positive
behavior
 Some positive behavior interventions include
Differential Reinforcement
NCR + Extinction

7. Differential Reinforcement
7
 Differential reinforcement involves providing a
reinforcer for one response while withholding that
reinforcer for another response
The reinforcer provided is the one that is maintaining the
response
 Types of differential reinforcement include
Differential Reinforcement of Other behavior (DRO)
Differential Reinforcement of Alternative behavior (DRA)
Differential Reinforcement of Incompatible behavior
(DRI)

8. Differential Reinforcement of Other
Behavior8
 DRO involves providing a reinforcer for ANY
behavior OTHER than the inappropriate
behavior
May be after a certain interval of time
Problem?
 May reinforce other behaviors inadvertently
 Does not provide any alternative to the inappropriate
behavior

9. Differential Reinforcement of
Alternative Behavior9
 DRA involves providing a reinforcer for a
desirable, alternative behavior, and
withholding reinforcement for the inappropriate
behavior
Focuses on teaching behaviors that are more
adaptive than, but serve the same function as, the
problem behavior
Examples of a DRA
 Using a PECS exchange, rather than tantrumming to
gain access to a reinforcer

10. Differential Reinforcement of
Incompatible Behavior10
 DRI involves reinforcing behavior that makes it
physically impossible to engage in the
inappropriate behavior
For example, if a child puts their hands in their
pockets, they cannot slap their peers

11. NCR + Extinction
11
 Non-contingent reinforcement involves
presenting a reinforcer on a fixed- or variable-
time interval, independent of behavior
This is an antecedent intervention
 Along with NCR, we also use extinction for the
inappropriate behavior
Extinction involves removing the reinforcement or
escape contingency for a previously reinforced
response
Also referred to as planned ignoring

12. Interventions
12
 We often use antecedent and consequence-
based interventions together to decrease the
probability that inappropriate behaviors will
occur

13. What does this mean for your
child?13
 Some of your children may have one of the
positive behavior interventions currently in
place
If you feel one would be appropriate for your
child, talk to their support coordinator